PowerpointlessPowerPoint is a tool that can be used well
or poorly More often than not we unwittingly choose the latter
A small caveathellipbull While PowerPoint has been around since
1989 the concept of studying PowerPointrsquos effectiveness in the classroom is surprisingly new
bull The research is kind of thin and is based mostly on student perceptions and performance in large undergraduate lecture classes
bull So take everything I am about to tell you with a HUGE grain of salt
Before we beginhellip
One other caveathellip
bull The suggestions that I offer in this presentationhellip
I am not going to follow hellip
Our PowerPoint evolution
We all start the same way We learn how to create simple presentations ones in which the message is more important than the medium
ndash These presentations are usually black text on a (default) white background with a mess of bullet points
ndash Remember
Our PowerPoint evolution
But as our skills with PowerPoint improve our focus shifts from the message to ldquogilding the lilyrdquo
ndash Content takes a back seat to the new goal of entertaining the audience
ndash We spend HOURS looking for the right sounds pictures or backgrounds to beautify our presentations
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
PowerpointlessPowerPoint is a tool that can be used well
or poorly More often than not we unwittingly choose the latter
A small caveathellipbull While PowerPoint has been around since
1989 the concept of studying PowerPointrsquos effectiveness in the classroom is surprisingly new
bull The research is kind of thin and is based mostly on student perceptions and performance in large undergraduate lecture classes
bull So take everything I am about to tell you with a HUGE grain of salt
Before we beginhellip
One other caveathellip
bull The suggestions that I offer in this presentationhellip
I am not going to follow hellip
Our PowerPoint evolution
We all start the same way We learn how to create simple presentations ones in which the message is more important than the medium
ndash These presentations are usually black text on a (default) white background with a mess of bullet points
ndash Remember
Our PowerPoint evolution
But as our skills with PowerPoint improve our focus shifts from the message to ldquogilding the lilyrdquo
ndash Content takes a back seat to the new goal of entertaining the audience
ndash We spend HOURS looking for the right sounds pictures or backgrounds to beautify our presentations
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
A small caveathellipbull While PowerPoint has been around since
1989 the concept of studying PowerPointrsquos effectiveness in the classroom is surprisingly new
bull The research is kind of thin and is based mostly on student perceptions and performance in large undergraduate lecture classes
bull So take everything I am about to tell you with a HUGE grain of salt
Before we beginhellip
One other caveathellip
bull The suggestions that I offer in this presentationhellip
I am not going to follow hellip
Our PowerPoint evolution
We all start the same way We learn how to create simple presentations ones in which the message is more important than the medium
ndash These presentations are usually black text on a (default) white background with a mess of bullet points
ndash Remember
Our PowerPoint evolution
But as our skills with PowerPoint improve our focus shifts from the message to ldquogilding the lilyrdquo
ndash Content takes a back seat to the new goal of entertaining the audience
ndash We spend HOURS looking for the right sounds pictures or backgrounds to beautify our presentations
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
One other caveathellip
bull The suggestions that I offer in this presentationhellip
I am not going to follow hellip
Our PowerPoint evolution
We all start the same way We learn how to create simple presentations ones in which the message is more important than the medium
ndash These presentations are usually black text on a (default) white background with a mess of bullet points
ndash Remember
Our PowerPoint evolution
But as our skills with PowerPoint improve our focus shifts from the message to ldquogilding the lilyrdquo
ndash Content takes a back seat to the new goal of entertaining the audience
ndash We spend HOURS looking for the right sounds pictures or backgrounds to beautify our presentations
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Our PowerPoint evolution
We all start the same way We learn how to create simple presentations ones in which the message is more important than the medium
ndash These presentations are usually black text on a (default) white background with a mess of bullet points
ndash Remember
Our PowerPoint evolution
But as our skills with PowerPoint improve our focus shifts from the message to ldquogilding the lilyrdquo
ndash Content takes a back seat to the new goal of entertaining the audience
ndash We spend HOURS looking for the right sounds pictures or backgrounds to beautify our presentations
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Our PowerPoint evolution
But as our skills with PowerPoint improve our focus shifts from the message to ldquogilding the lilyrdquo
ndash Content takes a back seat to the new goal of entertaining the audience
ndash We spend HOURS looking for the right sounds pictures or backgrounds to beautify our presentations
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Fixing the blame
Part of the blame for this ldquolily gildingrdquo focus lies with ourselves
ndash PowerPointrsquos bells and whistles are downright sexy
ndash We (mistakenly) assume that bells and whistles improve our presentationsmdashour presentations look better so they must be better teaching tools
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Fixing the blame
bull Along the way we forget that the primary goal of any classroom PowerPoint presentation isnrsquot to entertain but rather to teach
bull And there is a HUGE difference between a business PowerPoint presentation and a classroom PowerPoint presentation
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The problem with PowerPoint
bull PowerPoint was originally designed for business communication not teaching
bull Business communication is all about entertaining Therersquos practically no teaching involved
bull Microsoft added those fancy backgrounds animations builds transitions etc to PowerPoint not for you and me but for the business community
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The problem with PowerPoint
bull Why Because by using PowerPointrsquos fancy backgrounds animations builds transitions etc a businessperson canndash Impress youndash Close the salendash Obscure the facts
bull But somewhere along the way we became convinced that we needed to use PowerPointrsquos special effects as well
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Time to be honesthellip
When you create a PowerPoint presentation do you spend more time on the content or on the bells and
whistles
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Fixing the blame
bull So part of the blame lies with usbull But part of the blame also lies with the
trainers and marketeersndash A four year old can create a basic PowerPoint
presentationndash To create an ldquoadvancedrdquo presentation
however requires training or even special software (both at a price)
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
What is Good Design
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Would you rather look at this
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Or this
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Simple Design
= Easier to Understand
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
How do we create engaging Content
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Drip-feed text
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Too much writing
Common Problem
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
amp writing Too smallIt was one of those summery days when the air is heavy and warm and nobody
wants to do very much Jonathan and Robbit were resting on top of one of Moleys hummocks relaxing and watching the rest of the world go by Jonathan could feel the suns warmth through his shell and it was making him feel comfortable and drowsy He wriggled contentedly Last night before hed gone to bed Jonathan had taken off his shell and given it a special polish and this morning it gleamed in the sunlight Beside him on the soft warm molehill Robbit lay on his back his paws behind his head gazing up at the clear blue sky thinking about things in his own rabbity way
Why do nettles have stings He asked suddenly Jonathan had just begun to doze off and woke with a start Why do nettles have what He asked not quite awake Stings Robbit scratched one of his ears in a comfortable absent-minded sort
of way Jonathan pondered his head tilted to one side as he thought I suppose He said eventually They have stings so nobody will eat them Thats silly Said Robbit Nobodyd want to eat a rotten old nettle anyway
theyre all tough and stringy
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Common MistakePeople tend to put every word they are
going to say on their PowerPoint slides Although this eliminates the need to memorize your talk ultimately this makes your slides crowded wordy and boring You will lose your audiences attention before you even reach the bottom of your
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
[Continued] first slide
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Common MistakesMany people do not run speel
cheek before showing their presentation - BIG MISTAK Nothing makes you look stupider then spelling erors
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Common MistakesbullAvoid bullExcessive bullBullet-pointing
bullOnlybullBulletbullYourbullKeybullPoints
bullToo Many bullBullet-points
bullAndbullYour bullKey
bullMessagesbullWill
bullNOTbullStandbullOutbullIn-fact
bullThe
bullTermbullBullet-point
bullComesbullFrom
bullPeople
bullFiring
bullAtbullAnnoying
bullPresenters
bullGuns
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Wersquove all seenhellip
HORRIBLE PowerPoint presentations ones that actually impede or inhibit learning For
examplehellip
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Lorem Ipsum Dolor
ldquoNeque porro quisquam est qui dolorem ipsum quia dolor sit amet consectetur adipisci velithelliprdquo
clicktoaddtitlecomLeslie Harpold ndash Round 2
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Lorem Ipsum Dolor
Curabitur sed
Nullam pretium
Mauris metus
Curabitur sed 0
5
10
15
20
25
30
35
40
X A
Ipso
Facto
Lifto
Lefto
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Lorem Ipsum DolorLorem ipsum dolor sit amet consectetuer adipiscing elit Nam erat justo sagittis vitae commodo ut rhoncus lacus mit nonummy ante
Duis ligula augue aliquam sit amet rutrum a gravida quis lacus Mauris quam Phasellus a felis quis ipsum tincidunt vehicula Morbi elementum dapibus est
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Lorem Ispum Dolor
ldquoNam erat justo sagittis vitae commodo ut
rhoncus nonummy ante
Duis ligula augue aliquam
sit amet rutrum a gravida quis
lacus Mauris quam Phasellus
a felisrdquo
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Whatrsquos the point
bull Awful isnrsquot itbull How many times have you had to sit
through PowerPoint presentations that look (and sound) like that
bull The point I am trying to make is this The fancier the PowerPoint presentation the less valuable the ideas being presented (Lovelace 2001)
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Student perception
What do your students feel about you using PowerPoint to
teach
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Student perception
bull Even with the endless steam of bad PowerPoint presentations we inflict on our students students still prefer PowerPoint presentations to presentations from transparencies (Cassady 1998 Perry amp Perry 1998 Susskind amp Gurien 1999 West 1977) or even from a blackboard or whiteboard (Frey amp Birnbaum 2002)
bull Why
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Student perception
bull One reason is that students believe PowerPoint has a positive effect on lectures especially in helping them take notes and study for exams (Frey amp Birnbaum)
bull More specifically students perceive professors who deliver PowerPoint lectures as being more organized (Frey amp Birnbaum)
bull Now letrsquos rain on your parade
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Student performance
Does student perception equal reality
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Three types of presentations
bull Before we can answer that letrsquos agree on some common definitions
bull According to Bartsch amp Cobern (2003) there are three types of teacher-created ldquomultimediardquo presentations used in most classrooms ndash Transparenciesndash Basic PowerPoint which only includes text
informationndash Expanded PowerPoint which includes pictures
sounds movies transitions builds etc
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Ready for a shock
bull There is no significant difference in scores on quizzes that come from transparencies and basic PowerPoint lectures (Bartsch amp Cobern)
bull Students do 10 worse on quizzes that come from expanded PowerPoint lectures (Bartsch amp Cobern)
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Letrsquos talk about design
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The contrast problem
bull Many of PowerPointrsquos built-in templates use light text (like a white or yellow) on a dark background (like blue or red)
bull The problem is that when light text is placed on a dark background the text may seem to ldquoglowrdquo (or ldquohalaterdquo) making the text harder to read (ATampT 1989)
bull Ambient light also tends to wash out PowerPoint presentations with dark backgrounds totally throwing the contrast (and legibility) out of whack
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Suggested contrast combinations
bull Instead of light text on a dark background try dark text on a light backgroundndash If your projector is ldquotoo hotrdquo or the room is too
bright yoursquoll lose the background (the frills) but the text will still be legible
bull Three decent color combinationsndash Green text on a yellow backgroundndash Black text on a yellow backgroundndash Black text on a white background
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Which font should you use
bull The US State Department recently banned the use of Courier New 12 in all official correspondence
bull Beginning February 1 2004 all State Department correspondence must be in Times New Roman 14
bull So should we follow the lead of our friends at State and use Times New Roman in all of our PowerPoint presentations
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
NO
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Subjective test results
In subjective tests measuring how people judge the screen readability of different typefaces (from 0 to 5 I think) most people prefer Verdana (Hoffman 2004)
124
156
181
227
311
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Screen v print font
bull Verdana Trebuchet Georgia Geneva and New York are all examples of screen display fonts fonts specifically designed to look good on a computer screen
bull Times New Roman Arial and Helvetica are actually print display fonts fonts specifically designed to look good on paper
bull People strongly and consistently judge screen display fonts to be easier to read than print display fonts (Hoffman)
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Subjective v objective
bull Is there a difference between screen display and print display fonts when it comes to reading speed or accuracy
bull Nope (Hoffman)bull The difference in reading speed of screen
presentations that use Verdana Trebuchet Arial Times or Helvetica is statistically non-significant (Hoffman)
bull And there is no difference at all in reading accuracy between those five type faces (Hoffman)
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
In Englishhellip
bull The font you use in your PowerPoint presentation will probably have no impact on your studentrsquos reading speed or accuracy
bull But people THINK Verdana and Trebuchet are easier to read
bull So try to use Verdana or Trebuchet (or some other sans-serif screen display font)
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Serif v sans-serif
bull On paper people prefer reading serif fontsmdashfonts with a ldquotailrdquo (like Times New Roman)
bull On screens however prefer sans-serif fontsmdashfonts without a tail (like Verdana)
bull So use serif fonts (like Times New Roman) for your handouts and a sans-serif font (like Verdana or Arial) for your on-screen presentation
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Comic Sans threat or menace
bull Comic sans is a both a screen display font and a sans-serif font so you should use it liberally right
bull WRONG Unless you are creating presentations for VERY small children you should avoid comic sans like the plague
bull Not only does comic sans look unprofessional it ldquowas NOT designed as a typefacehellip [and] [t]here was no intention to include the font in other applications other than those designed for childrenrdquo (Connare)
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Oh sure it LOOKS good
bull Even if you use a screen display font reading from a computer screen [or projector] is still about 25 slower than reading from paper (Nielsen 1997)
bull And if you change the contrast between the text and the background reading from a computer screen becomes even slower than that
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Wait therersquos more
bull Does adding pictures to your presentations have a positive effect on studentsrsquo enjoyment or learning of the material
bull NOPE (Bartsch amp Cobern)
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Interference hellip 15 yards
bull Having related pictures in your PowerPoint presentation is neither beneficial nor harmful to the studentsrsquo enjoyment or learning of the material (Bartsch amp Cobern)
bull Unrelated pictures in a presentation however have a negative effect on studentsrsquo enjoyment and the learning of the material (Bartsch amp Cobern)
bull A picture may be worth a thousand words but when you use an unrelated picture those thousand words drown out what you are trying to say
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
For example
bull PowerPoint 10 was actually derived from a product called ldquoPresenterrdquo that was developed by Forethought Inc in early 1987
bull Microsoft purchased Presenter in August of 1987 for $14 million
Image source albinoblacksheepcom
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Notice the interference
bull That picture while humorous had nothing to do with the real content of the slide
bull But Irsquod be willing to bet that an hour from now yoursquoll remember the ldquoHoward Dean kittenrdquo picture but completely forget how much Microsoft paid for PowerPoint in 1987
bull The slide entertains but fails to teach Why Wellhellip
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Mayerrsquos Cognitive Theory of Multimedia Learning
bull Students place relevant words into auditory working memory and relevant images into visual working memory (Mayer 2001)
bull Students then organize information separately in auditory and visual memory and finally integrate these representations with prior knowledge (Mayer)
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The problem with pictures
bull The on-screen text in PowerPoint is processed in visual memory because it is seen viewed with the eyes (Bartsch amp Cobern)
bull Relevant pictures do not help because they are also stored in visual memory along with the textmdashno new information is added over a different channel (Bartsch amp Cobern)
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Are pictures necessary
bull You may not need any pictures in your PowerPoint presentationsndash Students are usually able to understand the
facts without the help of a picturendash Besides the facts are whatrsquos going to be on
your test not the picturesbull Howevermdashand this is an important pointmdash
when the material is more complicated or the students do not know much about the information pictures may be beneficial (Bartsch amp Cobern)
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
In short only use pictures to teach not to decorate or
entertain
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Images are Powerful
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Teacher meet Presenter
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
You already do this
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Lets also do this
Presenting Teacher
Engaged Student
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Present interactively
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Here are some ways to interact with your studentshellip
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Ask Questions
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Which TV showrsquos theme is this
Eastenders The X-Files
The Bill The Outer Limits
>
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
>
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
>
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Use Hyperlinkshellip
bull In PowerPoint a hyperlink can be a connection from one slide to another slide in the same presentation or to a slide in another presentation an e-mail address a Web page or a file
bull You can create a hyperlink from text or from an object such as a picture graph shape or WordArt
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
To Another PresentationNote If you add a link to a presentation from your main presentation and then copy your main presentation to a laptop be sure to copy the linked presentation to the same folder as your main presentation If you dont copy the linked presentation mdash or if you rename move or delete it mdash the linked presentation will not be available when you click the hyperlink to it from the main presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Existing File or Web Pagebull Locate the presentation that contains the slide that you want to link tobull Click Bookmark and then click the title of the slide that you want to link to
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
To a Web Page or File
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlink
bull Under Link to click Existing File or Web Page and then click Browse the Web
bull Locate and select the page or file that you want to link to and then click OK
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
A slide in the same presentation
bull In Normal view select the text or the object that you want to use as a hyperlink
bull On the Insert tab in the Links group click Hyperlinkbull Under Link to click Place in This Documentbull Do one of the following
ndash Link to a custom show in the current presentationbull Under Select a place in this document click the custom show
that you want to use as the hyperlink destinationbull Select the Show and return check box
ndash Link to a slide in the current presentationbull Under Select a place in this document click the slide
that you want to use as the hyperlink destination
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
83 -161 ADClaudius Ptolemy
1473 -1543 Nicolaus Copernicus
1564-1642 Galileo Galilei
1571-1630 Johannes Kepler
1625-1712 Giovanni Cassini
1629-1695 Christiaan Huygens
1656 - 1742 Edmund Halley
1730 - 1817 Charles Messier
1738 - 1822 William Herschel
1868 - 1938 George Hale
1889-1953 Edwin Hubble
1914 - 2006 James Van Allen
1935 - 1996 Carl Sagan
Famous Astronomers
Timeline
>
>
>
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Claudius Ptolemy
Claudius Ptolemy (83 AD (est) -161 AD) was an Egyptian scientist and mathematician of Greek descent who is best known for his influential work Almagest a treatise on mathematics and astronomy published in 150 AD (est) Ptolemy was the most influential of Greek astronomers and geographers of his time He propounded the geocentric theory that prevailed for 1400 years
Time line
83 AD-161AD
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Nicholaus Copernicus
Nicholaus Copernicus (1473-1543) was a Polish astronomer and mathematician who was a proponent of the view of an Earth in daily motion about its axis and in yearly motion around a stationary sun This theory profoundly altered later workers view of the universe but was rejected by the Catholic church
Time line
1473-1543
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Galileo Galilei
Galileo Galilei (1564-1642) was an Italian scientist who formulated the basic law of falling bodies which he verified by careful measurements He constructed a telescope with which he studied lunar craters and discovered four moons revolving around Jupiter and espoused the Copernican cause
In 1609 Galileo invented a telescope with a magnification power nearly 10 times greater than that of the primitive telescopes that existed in 16th century Europe He was the first person to use a telescope to see the planets and stars This is probably due to the fact that earlier versions of the telescope werent powerful enough to see anything worthwhile in the sky Galileo used his telescope to see four of Jupiters moons and to see the craters on the Moon in great detail
Time line
1564-1642
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Johannes Kepler
Johannes Kepler was a German mathematician and astronomer whodiscovered that the Earth and planets travel about the sun in elliptical orbitsHe gave three fundamental laws of planetary motion He also did importantwork in optics and geometry
Time line
1571-1630
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
PowerPoint + Questions = Formative Assessment
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
What is the slope-intercept form of the equation of the line whose y-intercept is
5 and whose slope is 5
5 5y x 5 5x y 5 5y x 5 5 0x y
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
0
10
20
30
40
50
60
Which bar on the graph represents 45 feet
Feet
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Determine whether the ordered pair is a solution of
2x + y = 1
(-3 7)
(3 -7)
(12 0)
2(-3) + 7 = 1
-6 + 7 = 1
1 = 1 2(3) + (-7) = 1
6 + (-7) = 1
-1 ne 12(12) + 0 = 1
1 + 0 = 1
1 = 1
Plug in and check
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
What is the meaning of this sign
1 Icy Road Ahead
2 Steep Road Ahead
3 Curvy Road Ahead
4 Trucks Entering Highway Ahead
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
How about for the kinesthetic learners
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Play games
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Rules for Review Golf
Choose a team captain This person will be responsible for giving the final answer for your team
Choose a team name (make it a type of cereal)
Teams will take turn choosing the question to answer
All teams will complete the problem and will be asked to submit a final answer
If your team has a correct answer one player from the team will have the opportunity to earn extra points by putting the ball
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Scoring
Each Correct Answer- 1 point
Hole in One- 3 points
Two Putts- 1 point
If you havenrsquot sunk the ball in two putts then you will receive no extra points
Unlike real golf you are trying to score the most points
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Question Choices4
1
2
6
7
8
9
10
11
12
13
14
155 3
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Question 1A store sells a book for $20 The profit (in $) on the sale is given by the expression 20 ndash x Which of the following could x represent in this situation
A The number of books sold
B The amount for which the store sells the book
C The amount the store pays for the book
D The tax on the price of the book
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Question 2 Fourteen mice range in weight from 123
ounces to 131 ounces Which is the best way to estimate their total weight
A Multiply 14 by 127
B Multiply 14 by 123
C Subtract 123 from 131 and multiply the result by 14
D Add 123 to 131 and multiply the result by 14
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
BOX-WAD-O
F-PA
PER
E XP O
NE N
T S
Get a piece of paper and form it into a ball
When you answer a question correctly you are allowed one shot into the basket Each basket is worth two points The person with the most points at the end will be declaredhellip THE WINNER
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
BOX-WAD-OF-PAPER
1
2
34
78
6
5
10
1211
9
1615
14
13
2019
18
17
23
22
21
2427
26
25
28
30
29
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
1
7 4(5 )(6 )m nx y x y
SIMPLIFY
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
2
3 78 8
SIMPLIFY
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
3 SIMPLIFY
5 3
4
24
8
a b
a b
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Do you know chapter 2
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Linda LouMello Mell
Brainy
Bob
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Round 1
Linda Lou
Final Challenge
Mello
MellBrainy
Bob
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Scores
Segment Bisectors
Angle Bisectors
Vertical
Angles
If-Then Statements
Deductive Reasoning
$100 $100$100$100$100$100
$200
$300
$400
$500 $500 $500 $500 $500$500
$200 $200 $200 $200 $200
$300 $300 $300 $300$300
$400 $400 $400 $400 $400
Final
Properties of Equality and Congruence
Complementary and
Supplementary Angles
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
$100$100
A segment ray line or plane that
intersects a segment at its midpoint
A segment ray line or plane that
intersects a segment at its midpoint
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
$100$100
What is a segment bisector
What is a segment bisector
Scores
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
$200$200
M is the midpoint of
Find AM and MB
M is the midpoint of
Find AM and MB AB
A M B
26
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
$200$200 What is
AM = 13
MB = 13
What is
AM = 13
MB = 13 Scores
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
$300$300
The line l is a segment bisector of
Find the value of x
The line l is a segment bisector of
Find the value of x
AB
5x 35
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
$300$300
What is
x = 7
What is
x = 7
Scores
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
USE DISCOVERY EDUCATION
bull Once you are at discoveryeducationcom and have logged in you have access to thousands of short or long videos to insert in your powerpoint
bull Use these videos wiselyhellip
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
bull Download selected videobull Click on insertbull Click on videobull Find video on your computerbull Thatrsquos it
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
PowerPoint and student notes
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Do your students need help
bull Do students need help taking notes bull In a word YES (Potts 1993)bull According to Kiewra (1985) even the most
successful students are missing many of the important points in your lecturesndash The best (college-level) note-takers include
less than three quarters of critical ideas in their notes
ndash First year college students fare far worse their notes contain only 11 of critical lecture ideas
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Is note-taking even necessary
bull Does student note-taking however badly the students may do it improve performance on fact-based tests
bull Of course (Kiewra Potts)bull But whose notes should the students
review when it comes time to prepare for a test theirs or yours
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Notes and student performance
bull Not surprisingly students who only review the instructorrsquos notes perform better on fact-based tests of the lecture material than do students who only review their own notes (Kiewra Potts)
bull Even less surprisingly students who donrsquot even show up for the lecture but who review the instructors notes score higher than students who attend the lecture and take and review their own notes (Kiewra Potts)
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Giving students your notes
bull So to increase student performance should you tell your students not to take notes at all and instead give your students printed copies of your PowerPoint presentations
bull Not exactlybull The problem is that students remember a
greater proportion of the information in their own notes than in provided notes (Kiewra Potts)
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Giving students your notes
bull Wait Therersquos morebull Students who take the same amount of
time reviewing both their notes and the instructors notes perform best of all on fact-based tests (Kiewra Potts)
bull BUT if the test requires higher-order learning (eg analysis and synthesis of ideas) having the instructors notes is of no benefit whatsoever (Kiewra Potts)
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The happy medium
bull So to maximize student performance on fact-based tests what we need is a way to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do this
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The happy medium
bull The first way is what we described on the last slide ndash Have your students take their own notes during
your PowerPoint presentationndash Give your students a copy (or handout) of your
presentation after class but before the testbull Thatrsquos exactly what Irsquom doing in this
presentation you can download (or print) this presentation later and combine it with the notes yoursquore taking right now
bull And Irsquoll give you the test the next time I see you
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The 11 problem
bull The ldquonotes duringhandouts afterrdquo solution is pretty successful but Irsquom not sure if it solves what I consider to be the real problem
bull Remember how I said that the notes of first year college students contain only 11 of critical lecture ideas
bull That bugs me
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Solving the 11 problem
bull The problem is that we arenrsquot teaching students how to take notes a critical skill students need in order to succeed in higher education
bull Instead of ldquonotes duringhandouts afterrdquo you might want to try ldquoskeletal outline beforenotes duringhandouts afterrdquo
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Solving the 11 problem
In fact ndash Skeletal notes lead to better recall than
either the students own notes or the instructors notes (Hartley amp Davies 1986)
ndash The best recall occurs when students receive skeletal notes before the lecture and the instructors detailed notes afterward (Hartley amp Davies)
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
What is a skeletal outline
bull What the heck IS a skeletal outlinebull Well in a skeletal outline you give your
students a printed outline of your presentationrsquos main topics and leave plenty of white space on that outline for your students to write their own notes definitions etc as they listen to your presentation (Potts)
bull There is a positive correlation between the amount of white space in your skeletal outline and the amount of notes your students will take (Hartley amp Davies)
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Creating skeletal outlines
The easiest way to create a skeletal outline in PowerPoint is to
ndash Save your presentation as an outlinendash Open the outline in Microsoft Wordndash Edit the outline to remove a bunch of
content and add lots of white spacendash Print the outline and give it to your
students before you presentation
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
To save as an outline
bull [Look A picture]bull In PowerPoint go
to File gt Save Ashellipbull Then in the ldquoSave
as typerdquo pull-down list choose OutlineRTF (rtf)
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Editing your outline in word
bull Expect to have to completely change the font and positioning
bull How much you cut out is completely up to you
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Why not just print handouts
bull You could also in PowerPoint ndash go to File gt Printndash Choose to print
handouts andndash print 3 handouts
per slidebull But thatrsquos not
really a skeletal outline is it
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The problem with 3 slide handouts
bull Unless your slides are totally bereft of information or unless you have obnoxiously detailed slide notes that yoursquore willing to share with your students after your presentation a 3 slide handout simply contains too much information for a skeletal outline
bull Remember The goal here is not only to foster retention but to also teach the students how to take notes on their own
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Does that make sense
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The happy medium
bull Remember to maximize student performance on fact-based tests we need to combine student note-taking during your PowerPoint presentations with word-for-word copies of your presentations (and lecture notes) afterward
bull There are two ways to do thisndash Notes duringhandouts after orndash Skeletal outline beforenotes duringhandouts after
bull The latter is a LOT more work on your part but it teaches the students how to take notes
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
The attention span problem
bull One other word of advice In a traditional lecture students can recall approximately 70 of the content from the first 10 minutes of the lecture but only 20 from the last 10 minutes (Hartley amp Davies 1986)
bull Solution front-load your presentation (put your most important facts in your first few slides)
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
References
The references that follow are formatted for printing not for
on-screen display
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
What is the meaning of this sign
How about for the kinesthetic learners
Play games
Rules for Review Golf
Slide 91
Scoring
Question Choices
Question 1
Question 2
Box-wad-of-paper
Box-wad-of-paper (2)
1
2
3
Slide 101
Slide 102
Slide 103
Slide 104
Slide 105
Slide 106
Slide 107
Slide 108
Slide 109
Slide 110
Slide 111
Slide 112
Use Discovery Education
Slide 114
PowerPoint and student notes
Do your students need help
Is note-taking even necessary
Notes and student performance
Giving students your notes
Giving students your notes (2)
The happy medium
The happy medium (2)
The 11 problem
Solving the 11 problem
Solving the 11 problem (2)
What is a skeletal outline
Creating skeletal outlines
To save as an outline
Slide 129
Editing your outline in word
Why not just print handouts
The problem with 3 slide handouts
Does that make sense
The happy medium (3)
The attention span problem
References
References (2)
TextBox1 $
TextBox2 $
TextBox3 $
Referencesbull ATampT (1989) Open Look graphical user interface application style guidelines New York Sun Microsystemsbull Bartsch R A amp Cobern K M (2003) Effectiveness of PowerPoint presentations in lectures Computers amp Education 41
77-86 bull Bernard M (2003) Criteria for optimal web design (designing for usability)
httppsychologywichitaeduoptimalwebtexthtmbull Cassady J C (1998) Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate
university courses Journal of Educational Computing Research 19 175ndash189bull Connare Vincent Why Comic Sans httpwwwconnarecomcomichtmbull Frey B amp Birnbaum D J (2002) Learnersrsquo Perceptions of the Value of PowerPoint in Lectures ERIC Document
Reproduction Service ED467192bull Hartley J and Davies I K (1986) Note-taking A critical review Programmed Learning and Educational Technology 15
207bull Hoffman Robert (2004) Text Readability httpedtechfmsdsuedubhoffmantypefontintrohtmbull Kiewra KA (1985) Providing the instructors notes An effective addition to student notetaking Educational Psychologist
20 33-39bull Lovelace Herbert W (2001) The Medium Is More Than The Message Information Week July 16 2001 (Online)bull Mayer R E (2001) Multimedia learning p 53 New York Cambridge University Pressbull Nielsen Jakob (1997) Be Succinct (Writing for the Web) Alertbox March 15 1997
httpwwwuseitcomalertbox9703bhtmlbull Perry T amp Perry L A (1998) University studentsrsquo attitudes towards multimedia presentations British Journal of
Educational Technology 29 375ndash377bull Potts Bonnie (1993) Improving the quality of student notes ERIC Document Reproduction Service ED366645bull Russell IJ Caris TN Harris GD amp Hendricson WD (1983) Effects of three types of lecture notes on medical student
achievement Journal of Medical Education 58 627-636bull Susskind J amp Gurien R A (1999 June) Do computer-generated presentations influence psychology studentsrsquo learning and
motivation to succeed Poster session presented at the annual convention of the American Psychological Society Denver CO bull West R L (1997) Multimedia presentations in large classes a field experiment Paper presented at the Annual Convention
of the American Psychological Society Washington DC
Make Presentations That Students Will Lve
Powerpointless
A small caveathellip
One other caveathellip
Our PowerPoint evolution
Our PowerPoint evolution (2)
Fixing the blame
Fixing the blame (2)
The problem with PowerPoint
The problem with PowerPoint (2)
Time to be honesthellip When you create a PowerPoint presentation
Fixing the blame (3)
What is Good Design
Would you rather look at this
Slide 15
Or this
Slide 17
Slide 18
How do we create engaging Content
Drip-feed text
Too much writing
amp writing Too small
Common Mistake
Slide 24
Common Mistakes
Common Mistakes
Slide 27
Wersquove all seenhellip
Lorem Ipsum Dolor
Lorem Ipsum Dolor
Lorem Ipsum Dolor (2)
Lorem Ispum Dolor
Whatrsquos the point
Student perception
Student perception (2)
Student perception (3)
Student performance
Three types of presentations
Ready for a shock
Letrsquos talk about design
The contrast problem
Suggested contrast combinations
Which font should you use
Slide 44
Subjective test results
Screen v print font
Subjective v objective
In Englishhellip
Serif v sans-serif
Comic Sans threat or menace
Friends donrsquot let friends use comic sans
Oh sure it LOOKS good
Wait therersquos more
Interference hellip 15 yards
For example
Notice the interference
Mayerrsquos Cognitive Theory of Multimedia Learning
The problem with pictures
Are pictures necessary
In short only use pictures to teach not to decorate or entert
Images are Powerful
Slide 62
Slide 63
What is a good way to Deliver this
Teacher meet Presenter
You already do this
Lets also do this
Present interactively
Slide 69
Slide 70
Which TV showrsquos theme is this
Slide 72
Slide 73
Use Hyperlinkshellip
To Another Presentation
To a Web Page or File
A slide in the same presentation
Slide 78
(2)
(3)
(4)
PowerPoint + Questions = Formative Assessment
Slide 84
Slide 85
Determine whether the ordered pair is a solution of 2x + y = 1
