Use of PPT
Research, Content and Delivery Slides Text Provide only key points on your slides; do not attempt to put your entire talk on the slides 7 words per line; 7 lines per slide is a good general rule -- nouns and verbs rather than sentences Use upper and lower case - DO NOT USE ALL UPPERCASE AS IT IS HARD TO READ Use clear, large, legible fonts for text Be consistent with the look and style of text for titles, bulleted points and sub-points Spell check your work Put references on the bottom of each slide to support your point First slide should include your presentation title, your name and date Use design templates or create your own Use colors that work well together (Be particularly cautious when using dark colors (such as red or blue letters on a solid black background—they may look readable on the computer screen but be unreadable when projected) Be consistent with effects, transitions and animations Limit the number of slides (no more than 12 for a 10-minute presentation) Do not apologize for any slide. If the content is hard to read, redo it Plan your research carefully using print and online databases and resources Focus on CONTENT, evidence-based material should be used if available. Provide a map of the territory to be covered, present relevant information and summarize content at the end and answer the clinical questions. Practice your presentation at least once Speak clearly and project to your audience Show enthusiasm for and interest in your topic Time your presentation for 10 minutes, with 5 minutes for questions (PowerPoint's Rehearsal feature lets you time your presentation)
Other Features Use clip art, AutoShapes, pictures, charts, tables and diagrams to enhance presentation content Use a chart or graph to present statistics Vary the slide layout (Bulleted List, Two Column Text, Text & Chart, etc.) Use sound and video when appropriate to content
After viewing the video. Remember: There is no rule that requires you to use an entire program-even a few seconds of video can be very powerful. Choose lighting to enhance the learning experience. .A short segment can be shown at the beginning. . Low light increases the dramatic effect while brighter light may be helpful in eliminating distractions. something they are responsible for remembering or writing down. Divide students into small groups. Focused viewing questions can make viewing more meaningful by encouraging active viewing and evaluation of content. such as interesting facts or personal responses. Or you may prefer to move freely among students and control the video image with the remote. Close proximity to the television monitor makes it easier to point to the screen and explain unfamiliar information. After viewing the video have the groups answer questions. have students revise their lists based on what they have learned. especially the teacher's guide that may accompany the video series.Classify. discuss new information and formulate new questions. Give students a task.Control the pace of the viewing experience and the amount of information. Maximize learning opportunities by encouraging students to become active viewers. During Viewing • Give students a focused viewing assignment. Have each group summarize what they know about the subject and identify questions they may have. Have students write down what they are sure they know about the subject and what they think they know. Focus clearly on a defined objective. Prepare the classroom environment and video equipment.Increase observation and listening skills through repeated viewing of the same segment (just as you would review printed source material). Position yourself to maximize your "facilitator" role.
. Before Viewing Preview the video for appropriate content. Review related print and Web materials. The key to using video effectively is preparation. Determine whether you will use the entire video or only relevant segments to illustrate objectives in your curriculum. • Show one short segment or story at a time and direct the learning experience. .Use of Video:
Video can be a powerful tool for meaningful learning. It all depends on you. middle or end of a lesson. . analyze and discuss each segment thoroughly. Stimulate students’ pre-existing knowledge.
Then view the program with sound to discover whether these questions have been answered. and music. visuals and narration play? After listening to a video. What roles do the music. Have students record the interesting fact(s) they learned from the story. Let students ask for a PAUSE to allow for immediate feedback to their personal interests and comments. • Try closed-captioning. A second viewing vies them a chance to view more objectively. have students create their own visual images and compare them with the video images. Encourage students to share their own questions as they view without sound. Use a second viewing to focus on additional curriculum content. the first viewing may elicit emotional responses. • Try a second viewing.Ideas for Younger Students After viewing a video program. Have students listen and gather ideas before viewing. • Use video without the picture.• Encourage student awareness of production values and techniques. Identify students' prior knowledge or assess what they have learned by having them provide their own narration. Use closed captions as a reading reinforcement with or without the sound. shot choices. After Viewing . Have students watch for elements of the production. • Try viewing without the sound. Closed captions are effective to use with English-language learners. Cover the screen with paper or turn it around. What effects do these techniques have on the delivery of the content? How does the director manipulate the viewers' reactions? • Press “Pause” often. such as camera angles. Take time to identify and clarify what the students are watching.
. Clarify new vocabulary as it is used. Stop to hypothesize and predict answers whenever a question is asked. Provide your own video commentary and eliminate any narration that may be inappropriate for your students. For younger students especially. have students “turn to their neighbor” and ask them to explain something about the program.