13. effective presentation skills for classroom
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The document provides guidelines for using PowerPoint effectively for classroom instruction. The guidelines are to make slides big, simple, clear, progressive, and consistent. Text on slides should be large and easy to read from a distance. Slides should have few words, bullets instead of sentences, and complementary colors with high contrast. Transitions and animations should be simple and not distracting. Content should be presented in a focused, progressive manner.
13. effective presentation skills for classroom
- 1. USING POWER POINT FORCLASSROOMINSTRUCTIONS
- 3. MAKE IT BIG
- 4. MAKE IT BIG (TEXT)THIS IS ARIAL 12THIS IS ARIAL 18THIS IS ARIAL 24THIS IS ARIAL 32THIS IS ARIAL 36THIS IS ARIAL 44
- 5. MAKE IT BIG (TEXT)THIS IS ARIAL 12THIS IS ARIAL 18THIS IS ARIAL 24THIS IS ARIAL 32THIS IS ARIAL 36THIS IS ARIAL 44Too Small
- 6. 2 mMAKE IT BIG (HOW TO ESTIMATE)LOOK AT IT FROM 2 METRES AWAY
- 8. KEEP IT SIMPLE (TEXT)Too manycoloursToo ManyFontsandStylesHEADINGS SHOULD BE BOLD, CAPITAL AND UNDERLINEDTHE 7 X 7 RULENO MORE THAN 7 LINES PER SLIDENO MORE THAN 7 WORDS PER LINE
- 9. KEEP IT SIMPLE (TEXT)INSTRUCTIONAL TECHNOLOGY:A COMPLEX INTEGRATED PROCESS INVOLVING PEOPLE, PROCEDURES, IDEAS, DEVICES, AND ORGANIZATION, FOR ANALYZING PROBLEMS AND DEVISING, IMPLEMENTING, EVALUATING, AND MANAGING SOLUTIONS TO THOSE PROBLEMS IN SITUATIONS IN WHICH LEARNING IS PURPOSIVE AND CONTROLLED(HMRS 5TH ED.)TOO DETAILED !
- 10. KEEP IT SIMPLE (TEXT)INSTRUCTIONAL TECHNOLOGY:A PROCESSINVOLVING PEOPLE, PROCEDURES & TOOLSFOR SOLUTIONSTO PROBLEMS IN LEARNINGMUCH SIMPLER
- 11. AS PER ECONOMIC TIMESTOO DETAILED !
- 12. AS PER ECONOMIC TIMESMuch Simpler
- 13. AS PER ECONOMIC TIMESTOO DETAILED !
- 14. AS PER ECONOMIC TIMESMUCH SIMPLER
- 15. KEEP IT SIMPLE (PICTURE)ART WORK MAY DISTRACT YOUR TRAINEES ARTISTRY DOES NOT SUBSTITUTE FOR CONTENT
- 16. KEEP IT SIMPLE (SOUND)SOUND EFFECTS MAY DISTRACT TOO USE SOUND ONLY WHEN NECESSARY
- 17. KEEP IT SIMPLE (TRANSITION)THIS TRANSITION IS ANNOYING, NOT ENHANCING "APPEAR" AND "DISAPPEAR" IS BETTERKEEP IT SIMPLE (ANIMATION)2 mTOO DISTRACTING !
- 18. 2 mKEEP IT SIMPLE (ANIMATION)SIMPLE & TO THE POINT
- 19. Make It Clear
- 20. MAKE IT CLEAR (CAPITALISATION)ALL CAPITAL LETTERS ARE EASY TO READUpper and lower case letters are difficult and some times not visible
- 21. SOME FONTS ARE DIFFICULT TO READ ON SCREENARIEL & SANSERIF FONTS ARE CLEARERITALICS ARE DIFFICULT TO READ ON SCREENNORMAL OR BOLD FONTS ARE CLEARERUNDERLINES MAY SIGNIFY HYPERLINKSINSTEAD, USE COLOURS TO EMPHASISEMAKE IT CLEAR (FONTS)
- 22. MAKE IT CLEAR (NUMBERS)USE NUMBERS ONLY FOR LISTS WITH SEQUENCEFOR EXAMPLE:HOW TO PUT AN ELEPHANT INTO A FRIDGE?1. OPEN THE DOOR OF THE FRIDGE2. PUT THE ELEPHANT IN3. CLOSE THE DOOR
- 23. MAKE IT CLEAR (NUMBERS)HOW TO PUT A GIRAFFE INTO A FRIDGE?1. OPEN THE DOOR OF THE FRIDGE2. TAKE OUT THE ELEPHANT3. PUT THE GIRAFFE IN4. CLOSE THE DOOR
- 24. MAKE IT CLEAR (BULLETS)USE BULLETS TO SHOW A LIST WITHOUTPRIORITYSEQUENCEHIERARCHY, …..
- 25. MAKE IT CLEAR (COLOURS)USE CONTRASTING COLOURS LIGHT ON DARK VS DARK ON LIGHTUSE COMPLEMENTARY COLOURSRECOMMENDEDYELLOW /WHITE LETTERS OVER BLUE BACK-GROUNDWHITE LETTERS OVER BLACK BACK-GROUND
- 26. USE CONTRASTING COLOURSLIGHT ON DARK VS DARK ON LIGHTUSE COMPLEMENTARY COLOURSlow contrasthigh contrastMAKE IT CLEAR (CONTRAST)
- 27. MAKE IT CLEAR (COMPLEMENT)USE CONTRASTING COLOURSLIGHT ON DARK VS DARK ON LIGHT
- 28. USE COMPLEMENTARY COLOURSTHESE COLOURS DO NOT COMPLEMENT
- 29. MAKE IT CLEAR (COMPLEMENT)Use contrasting coloursLight on dark vs dark on light
- 30. Use complementary coloursThese colours complement
- 31. MAKE IT CLEAR (SIZE)SIZE IMPLIES IMPORTANCE
- 32. MAKE IT CLEAR (SIZE)SIZE IMPLIES IMPORTANCE
- 33. BE PROGRESSIVE
- 34. TYPES OF INSTRUCTIONAL TOOLSDiscoveryLearningIndividualConstructiveToolsSocialConstructiveToolsTOO MANY IN ONE GO!Informational ToolsGuidedInquiryIndividualInstructiveToolsSocialCommunicativeToolsMode of InstructionDirectInstructionIndividualPairGroupComplexity of Interactions
- 35. TYPES OF INSTRUCTIONAL TOOLSIndividualConstructiveToolsSocialConstructiveToolsDiscoveryLearningInformational ToolsGuidedInquiryMode of InstructionIndividualInstructiveToolsSocialCommunicativeToolsPROGRESSIVE & THUS FOCUSEDDirectInstructionIndividualPairGroupComplexity of Interactions
- 36. BE CONSISTENT
- 37. BE CONSISTENTDIFFERENCES DRAW ATTENTIONDIFFERENCES MAY IMPLY IMPORTANCEUSE SURPRISES TO ATTRACT NOT DISTRACT
- 38. BE CONSISTENTDIFFERENCES DRAW ATTENTIONDIFFERENCES MAY IMPLY IMPORTANCEUSE SURPRISES TO ATTRACT NOT DISTRACTThis tick draws attention
- 40. DIFFERENCES MAY IMPLY IMPORTANCE
- 41. USE SURPRISES TO ATTRACT NOT DISTRACTTHESE DIFFERENCES DISTRACT!BE CONSISTENT
- 42. DIFFERENCES DRAW ATTENTIONDIFFERENCES MAY IMPLY IMPORTANCEUSE SURPRISES TO ATTRACT NOT DISTRACTThis implies importanceBE CONSISTENT
- 43. DIFFERENCES DRAW ATTENTIONDIFFERENCES MAY IMPLY IMPORTANCEUSE SURPRISES TO ATTRACT NOT DISTRACTCONFUSING DIFFERENCES!BE CONSISTENT
- 44. DIFFERENCES DRAW ATTENTIONDIFFERENCES MAY IMPLY IMPORTANCEUSE SURPRISES TO ATTRACT NOT DISTRACTTHESE DISTRACT!BE CONSISTENT
- 46. ANY QUESTIONS ?
- 47. PLEASE REMEMBER!!!!!COMMUNICATION IS THE KEYTEXT TO SUPPORT THE COMMUNICATIONPICTURES TO SIMPLIFY COMPLEX CONCEPTSANIMATIONS FOR COMPLEX RELATIONSHIPSVISUALS TO SUPPORT, NOT TO DISTRACTSOUNDS ONLY WHEN ABSOLUTELY NECESSARY