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INTE  6710  ~  Creative  Designs  for  Instructional  Materials   Project  3:  Stand-­Alone  Presentation  Design  Document   Ryan  McClintock

 
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1.  Significant  Purpose  
What  do  I  want  to  be  when  I  grow  up?  What  are  my  natural  intellectual  talents?  What  are  my   predominant  learning  styles?  What  are  my  friends  going  to  choose?  I  have  to  pick  HOW  many   classes?  Which  academy  do  I  want  to  join:  Biotechnology  &  Health  Sciences;  Leadership  and  Global   Communications;  Science,  Technology,  Engineering,  and  Mathematics;  or  Visual  and  Performing   Arts?  How  about  the  “I  want  to  learn  about  cool  stuff  and  have  fun”  academy?  I  wonder  which   academy  has  the  best  teachers.  What  do  the  academies  do  that  makes  them  different?  Can  I  ever   change  my  mind?  My  parents  say  I  should  be  a  doctor.  How  do  I  do  that?  I  like  to  dance.  Can  I  take   classes  to  be  a  doctor  and  also  take  dance  classes?       I  can  only  imagine  the  questions  that  an  eighth  grade  student  must  deal  with  when  choosing  one  of   the  four  academies  at  Castle  View  High  School.  Even  better,  I  picture  a  conversation  between  this   student  and  a  teacher  from  one  of  the  academies.  I’m  fairly  sure  most  of  these  questions  will  go   unanswered.  Most  Castle  View  teachers  can  only  offer  the  programmed,  “They’ll  give  you  an  idea   about  the  fields  you’re  interested  in,  which  will  make  life  easier  when  you  go  to  college,”  answer.     The  answer’s  not  a  lie,  rather  it’s  an  admission  of  a  lack  of  focus  and  organization  that  is  now   styming  most  of  Castle  View’s  reform-­‐based  foundational  ideals.       Each  academy  contains  a  cadre  of  dedicated  teachers  from  each  of  the  core  content  areas:  English,   Mathematics,  Science,  Social  Studies,  World  Languages,  yet  they  currently  suffer  from  a  lack  of   depth  regarding  the  purpose  of  the  academy  structure.     What,  besides  a  name,  distinguishes  each  of  these  academies?  This  is  the  essential  question  each  of   the  academies  group  of  teachers  must  answer.     Once  that  question  is  answered,  academies  can  then  move  on  to  this  central  question:     How  can  we  focus  our  endeavors  to  give  our  academy  identity,  purpose,  and  impact?     This  presentation  will  focus  on  ways  to  address  this  question  for  one  of  the  four  academies.  It  will   instruct  viewers,  in  this  case,  my  Biotechnology  and  Health  Sciences  (BHS)  colleagues  and   administration  the  simple  steps  we  can  take  to  help  make  BHS  much  more  than  an  eighth  grade   choice  for  students  who  are  somehow  interested  in  the  broad  fields  of  biotechnology  and  health   science.     To  do  this  I  will  focus  on  how  BHS  teachers  can  collaborate  to  make  significant  contributions   (regardless  of  content  area)  to  create  an  academic  environment  that  engages  students  and   personalizes  their  four  years  at  Castle  View  in  such  a  way  that  they  graduate  having  accomplished   significant  achievements  and  contributed  to  activities,  charities,  organizations,  and  projects  that  are   currently  not  in  place.  
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  The  presentation  will  instruct  viewers  how  these  questions  will  focus  the  BHS  academy:       • Grade-­‐level  themes  that  will  permeate  advisement  classes  and  instruction   • Capstone  projects  for  each  grade-­‐level  demonstrating  students’  connection  to  the  grade-­‐ level  themes   • Creation  of  a  Student  Health  Professions  Association  (SHPA),  which  will  connect  with  local   health  professionals  so  students  can  listen  to  their  advise  and  ask  them  questions  regarding   their  progress   • Streamlined  registration  process  so  students  are  guided  with  regards  to  which  classes  to   take  consistent  with  their  classification  as  BHS  students   • Describe  academy-­‐wide  annual  charity  involvement   • Implementation  of  a  fifth  period  “Innovation  &  Creativity”  class  providing  open  access  to   laboratory  equipment  and  instructor  expertise  for  students  to  conduct  enriching  laboratory   experiments.   • Academy-­‐wide  “book  club”  for  teachers  and  students     Castle  View  High  School  opened  six  years  ago  as  an  academy-­‐based  school  where  students  learn  in   smaller  groups  centered  on  common  interests.  It’s  time  for  us  to  reflect  on  our  endeavors  and   brainstorm  ways  to  improve.    

2.  A  Picture  of  the  Future  
I  loved  taking  that  biomedical  engineering  class  as  a  freshman.  I  would  have  never  believed  I  could   work  with  a  group  of  students  to  participate  in  not  one,  but  four  large  projects.  I  can’t  believe  I   worked  in  a  hospital  before  I  graduated.  The  BHS  academy  raised  over  $10,000  a  year  for  a  charity   that  provides  surgeries  for  kids  in  third-­‐world  countries.  It  was  so  easy  to  register  for  my  classes,  I   knew  what  I  should  take  and  my  advisement  teacher  guided  me  through  the  entire  process.  I’m   headed  to  college  as  pre-­‐med  student  and  because  of  the  SHPA  organization  I  know  what  I’ll  have  to   do  to  apply  and  get  admitted  to  medical  school  in  a  few  years.  My  BHS  teachers  always  seemed  to   be  on  the  same  page  –  they  spent  so  much  time  together,  they’re  like  a  family.  I  loved  how  my   history  classes  discussed  scientific  material  and  how  my  science  classes  discussed  ethics  and  even   had  us  writing  stories.  I  feel  like  I  not  only  learned,  but  that  I  contributed  to  so  many  causes  as  a   high  school  student.  Oh,  and  I  had  a  blast!     This  presentation  will  catalyze  the  BHS  academy  to  implement  programs  and  activities  that  will   focus  the  academy,  network  with  the  community,  and  encourage  cross-­‐curricular  collaboration  and   project  design.     At  the  most  basic  level,  I  expect  this  presentation  to  result  in  serious  conversations  amongst  the   BHS  teachers  and  administrators  as  to  how  we  can  implement  programs  and  activities  (either   similar  to  or  exactly  like  those  described  in  section  1)  into  the  BHS  academy.     I  also  expect  this  presentation  to  be  viewed  by  our  current  BHS  students.  By  discussing  the  material   in  the  presentation  and/or  circulating  a  survey  or  sorts,  we  can  include  our  students  into  the   process  of  reforming  and  focusing  the  academy  model  of  instruction  at  Castle  View  High  School.    

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3.  Clear  Design  Values    
“Do  better”  has  been  a  mantra  of  sorts  for  the  teachers  and  administrators  at  my  school,  Castle  View   High  School,  this  academic  year.  Our  time  in  Professional  Development  (PD)  and  in  Professional   Learning  Communities  (PLCs)  has  focused  on  ways  to  improve  literacy  (in  content  PLCs,  or   departments)  and  rigorous  and  relevant  instruction  (in  academy  PLCs).  One  of  the  ways  we  have   shared  information  is  through  Ignite-­‐type  talks  that  force  the  presenters  to  choose  appropriate   content  and  to  be  efficient  in  the  deliver,  which  is  especially  nice  considering  how  busy  we  all  seem   to  be  these  days.     I  took  this  project  as  an  opportunity  to  introduce  and  consolidate  many  of  the  ideas  my  colleagues   in  the  Biotechnology  &  Health  Sciences  (BHS)  academy  have  shared  verbally  with  each  other  for   much  of  the  year.  I  thought  it  important  to  create  a  product  that  we  can  use  to  catalyze  more   discussion  and  initiate  the  important  work  we  need  to  do  to  improve  our  system  to  better  address   our  students’  needs.     The  opening  nine  slides  make  reference  to  the  “Do  Better”  movement,  but  also  identifies  this   presentation  as  the  first  in  a  series  of  “stand  alone”  presentations,  which  can  take  our  Ignite  talks   further  in  that  they  do  not  require  face-­‐to-­‐face  delivery.  Slides  4-­‐6  acknowledge  the  fact  that  my   colleagues  are  busy  people,  but  they  also  inform  them  that  this  presentation  will  not  take  nearly  as   long  as  traditional  face-­‐to-­‐face  meetings.       Slides  7-­‐9  were  designed  to  add  an  element  of  surprise  that  can  essentially  hook  my  colleagues  by   having  them  question  the  direction  and/or  content  of  the  next  slides.     Slides  10-­‐12  reference  the  founding  of  our  school.  Several  visionary  leaders  designed  our  school  as   a  “reform-­‐minded”  school.  Introducing  our  founding  principal  and  assistant  principal  adds   credibility  to  the  story  of  Castle  View’s  academy  system.  Creating  “StarWars”  images  of  these   leaders  also  adds  an  element  of  fun  designed  to  further  engage  my  colleagues.     Slides  13-­‐18  are  designed  to  review  the  important  of  our  academy-­‐system  of  education  at  Castle   View.  This  is  particularly  important  to  my  audience  as  several  were  transferred  to  CV  due  to  budget   cuts  at  other  district  schools  and,  therefore,  are  not  as  familiar  with  our  system  as  those  of  us  hired   about  the  time  of  the  school’s  opening.  Slide  13  utilizes  color  and  contrast  to  add  emphasis  to  the   important  words  or  terms.  The  images  on  slides  14  and  15  were  both  modified  using  Adobe   Fireworks  so  they  could  “bleed”  off  the  slides.  In  fact,  most  of  images  in  this  presentation  were   modified  accordingly.  Slides  16-­‐18  were  designed  to  highlight  the  changes  we  have  made  to  our   academies,  which  is  easy  to  overlook  and  forget  at  times.  I  designed  slides  16  and  18  to  directly   contrast  each  other,  thereby  emphasizing  the  changed  names  of  our  academies.  At  this  point  in  the   presentation  (slides  19  and  20)  I  am  asking  my  colleagues  what  else  has  changed  with  our   academies.  Asking  them  a  question  and  inserting  a  slide  that  allows  them  to  pause  and  think  for  a   moment  further  personalizes  my  message.     Slides  21  and  22  was  the  perfect  time  to  then  highlight  our  academy  problem  or  issue  and  then   immediately  follow  this  up  by  turning  it  around  into  an  opportunity  to  learn  from  our  experience   and  make  changes  to  do  better  things.  This  was  also  the  first  time  I  decided  to  use  two  slides,  back   to  back,  to  give  the  presentation  not  only  an  animation  feel,  but  also  give  my  colleagues  a  chance  to   interact  with  the  presentation  and  pace  the  advance  as  if  being  spoken  with  or  to.    

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Slide  23  is  the  perfect  time  to  offer  the  perspective  of  an  incoming  student.  To  do  this  I  chose  and   modified  an  image  of  a  student  so  she  appeared  to  be  directly  looking  at  the  viewer.  I  also   emphasized  the  font  with  size,  color,  and  glow  so  it  was  both  easy  to  read  and  visually  served  as  a   caption  of  sorts.     For  slides  24-­‐28  I  added  questions  my  students  indicated  were  appropriate,  that  is,  questions  they   themselves  asked  when  choosing  their  academies.  I  decided  to  “animate”  them  to  add  emphasis  to   each  one  and  to  not  overwhelm  the  viewer  by  placing  them  all  on  one  slide.     Slides  29  and  30  help  visualize  the  anxiety  of  such  a  decision  and  indicate  how  my  colleagues  and  I   can  add  a  bit  of  structure  to  make  this  decision  easier  for  our  students.     At  this  point  in  the  presentation  I’ve  reviewed  the  reason  and  design  of  our  academy  system  and   how  it  needs  to  be  tuned-­‐up  so  our  students  can  make  better  decisions  when  choosing  their   academies.     Slides  31-­‐35  are  simple  and  clean  designs  that  empower  my  colleagues  to  work  in  their  academies   rather  than  waiting  for  our  administrators  to  tell  them  what  to  do,  which  may  never  happen  in  this   case.  Essentially  I  am  to  encourage  a  “grass  roots”  –type  of  thinking  with  these  slides.     Slides  36-­‐38  bring  the  focus  from  all  four  of  CV’s  academies  down  to  one,  BHS.  I  ask  them  how  we   can  do  better,  give  them  time  to  think,  then  seize  the  moment  to  give  the  aim  of  the  presentation:   How  to  do  better  things  in  our  BHS  academy  in  four  steps.     Slides  39-­‐42  grab  the  viewers  attention  by  changing  color  scheme  to  a  bold  yellow  and  by   animating  the  four  steps  that  the  presentation  will  describe.  Slides  43-­‐45  describe  the  “why”  for   step  1.  I  designed  them  with  the  same  background  to  give  my  viewers  a  sense  of  structure  and   organization.  Once  this  portion  has  been  communicated,  slides  47-­‐54  provide  samples  of  step  1  in   action.  Each  of  these  slides  has  an  image  that  “bleeds”  off  the  slide  and  text  that  is  angled.   Immediately  following  these  “example”  slides,  I  transition  from  step  1  into  step  2.     To  give  a  sense  of  timing  and  pacing,  I  again  utilized  the  4-­‐step  slide,  but  this  time  I  scored  through   step  one  and  boxed  step  2,  which  both  reminds  the  viewers  of  the  4  steps  and  of  their  progress  thus   far.     For  step  2  I  changed  the  background  color  for  reasons  similar  to  the  step  1  slides.  I  begin,  in  slide   59,  by  asking  my  colleagues  a  question,  which  engages  them  and  keeps  the  interactive  nature  of  the   presentation.  To  add  emphasis  to  the  answers,  I  chose  a  contrasting  black  and  white  style  for  slides   60  and  61.  Slide  61  has  a  wordle  of  the  CV  course  offerings.  The  word  cloud  gives  a  fresh  and   surprising  look  that  works  better  than  simply  listing  these  courses.  Additionally,  I  am  looking  for   my  viewers  (colleagues)  to  be  surprised  by  how  many  classes  we  offer  and  our  students  choose   from  when  registering  for  classes.  The  message  is  that  this  process  can  be  overwhelming  for  all   involved.     Slides  64-­‐71  identify  what  we  currently  do  with  registration  and  describe  the  need  to  modify  our   current  efforts.  Slides  72-­‐77  offer  an  possible  alternative  that  we  can  use  to  make  the  registration   process  easier  for  students  and  parents.  The  image  on  slide  72  was  created  in  Adobe  Illustrator  and   will  serve  as  a  template  for  our  changes.  Slide  75  uses  a  simple  visual  that  combines  the  new  visual   (circles)  with  our  current  pathway  thinking  in  a  way  that  will  work  better  than  our  current  visuals   (depicted  on  slides  65-­‐67)  
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I  once  again  changed  the  background  color  for  the  slides  that  discuss  step  3.  They  are  simple  slides   that  contain  a  small  amount  of  text.  Slides  81-­‐84  offer  students’  perspective  questions  for  a  guest   speaker.     The  presentation  ultimately  ends  in  a  way  similar  to  how  it  began.  The  “Commitment”  image  (slide   98)  is  a  timely  message  that  references  a  recent  charity  fund  raiser  and  how  it  helped  catalyze  the   this  process  of  doing  better  with  our  academies.  The  final  slides  (106  &  107)  show  our  current   principal  rather  than  our  founding  principal.  This,  I  think,  serves  to  add  more  credibility  and  end   the  presentation  on  a  positive  note.       Design  Decision  #1:  Modified  and  custom  images  of  our  founding  principal  and  assistant   principal  (or  use  of  examples)     Two  of  the  opening  slides  and  two  of  the  ending  slides  use  images  of  CV’s  founding  principal  and   assistant  principal  as  well  as  our  current  principal.  Using  their  images  adds  a  sense  of  credibility  to   the  presentation.  “When  we  think  of  authorities  who  can  add  credibility,  we  tend  to  think  of  two   kinds  of  people.  The  first  kind  is  the  expert…”  (Heath  &  Heath,  2008,  p.  134)  The  decision  to  use   images  of  the  school  founders  adds  a  tremendous  amount  credibility  to  the  opening  message  of   how  our  school  was  designed  around  Small  Learning  Communities  (SLCs).     “Similarly,  the  human-­‐scale  principle  allows  us  to  bring  our  intuition  to  bear  in  assessing  whether   the  content  of  a  message  is  credible.”  (Heath  &  Heath,  2008,  p.  146)  Ending  with  images  of  our   current  principal  offer  credibility  to  our  continued  work  and  efforts  to  improve  our  school  and  its   programs.       Design  Decision  #2:  Use  of  “bleeding”  images  throughout  the  presentation     Many  of  the  images  in  this  presentation  are  “full-­‐bleed”  images  so  as  to  add  a  sense  of  balance  with   the  text  and  the  overall  design  of  the  slide.  “Generally,  the  slide  backgrounds  should  be  simple   without  lots  of  perceptible  salience.”  (Reynolds,  2009,  p.  188)  Bleeding  the  images  allows  the  text  to   be  placed  in  various  places,  almost  as  a  part  of  the  image  itself.     “This  [bleeding  an  image]  makes  the  image  more  compelling  and  it  draws  the  viewer  in.”  (Reynolds,   2009,  p.  100)  I  also  chose  to  bleed  many  of  my  images  because  of  how  can  make  them  essentially   interact  with  the  viewer.  Several  of  the  images  appear  to  be  intently  looking  at  the  viewers,  which   definitely  draws  them  in  and  focuses  them  on  the  content.       Design  Decision  #3:  Use  of  slides  that  question  the  viewers       “When  we  want  to  know  something  but  don’t,  it’s  like  having  an  itch  that  we  need  to  scratch.”   (Heath  &  Heath,  2008,  p.  84)  I  ask  questions  at  several  points  in  the  presentation  to  both  focus  my   viewers  and  create  a  sense  of  curiosity.  “Knowledge  gaps  create  interest.”  (Heath  &  Heath,  2008,  p.   92)  The  questions,  I  think,  help  draw  the  viewers  into  the  content,  thereby  increasing  their   engagement  and  connection  to  the  material.        
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Design  Decision  #4:  Story  and  history  of  CVHS     “Stories  are  effective  teaching  tools.”  (Heath  &  Heath,  2008,  p.  205)  I  thought  it  was  important  to   introduce  some  of  the  history  of  CVHS  in  the  beginning  of  the  presentation.  Doing  this  immediately   engages  the  viewer,  a  CVHS  teacher  or  administrator,  because  of  his/her  personal  and  professional   connection  to  the  school.  Additionally,  several  of  my  colleagues  may  say  they  know  the  story  well,   so  at  the  very  least,  they  may  be  looking  for  mistakes  or  possibly  new  bits  of  information.     Telling  the  history  of  CV  also  invokes  emotional  responses  in  the  viewers.  “Feelings  inspire  people   to  act.”  (Heath  &  Heath,  2008,  p.  169)  The  main  objective  of  this  presentation  is  for  my  colleagues   and  viewers  to  go  beyond  mere  talk  and  take  action  to  improve  our  academies.  For  this  reason,  and   others,  I  think  telling  the  story  of  CV  is  compelling.       Design  Decision  #5:  Use  of  different  font  styles  to  emphasize  text  on  a  slide  and  to  give  it  a   spoken  tone     “Images  can  improve  recognition  and  recall,  and  images  combined  with  text  can  make  for  an  even   stronger  message  –  as  long  as  the  text  and  images  reinforce  the  same  message.”  (Reynolds,  2009,  p.   52)  In  this  presentation,  I  used  mainly  two  fonts  (three  at  times).  To  add  emphasis  to  the  words,  I   often  bold-­‐faced  the  word,  increased  the  fonts  size,  and/or  changed  the  color.  This  added  a  sense  of   narrative  as  it  helped  visually  enunciate  key  words.     “One  way  to  deal  with  [legibility  issues  associated  with  placing  text  over  images]  is  to  use  boxes  of   solid  or  transparent  color  between  the  image  and  the  text  to  separate  the  text  from  the  image  and   bring  it  forward.”  (Reynolds,  2009,  p.  54)  To  make  text  easy  to  read  on  images  and  slides,  I  often   would  utilize  various  font  features,  like  “glow”  to  bring  the  text  forward.  I  found  this  design  decision   rather  effective  in  making  text  readable  and  impactful  on  slides.         Design  Decision  #6:  Transition  slides  between  the  4  step  “how  to”  process     “The  Gestalt  principle  of  ‘continuation’  suggests  techniques  for  helping  the  viewer’s  eyes  flow   smoothly-­‐or  continue-­‐  through  a  design  from  one  object  to  another”  (Reynolds,  2010,  p.171).  I   know  this  principle  seems  to  pertain  to  flow  on  a  slide,  but  I  interpreted  the  concept  to  mean  flow   within  a  presentation.  As  such,  I  thought  it  was  important  for  my  viewers  to  have  strong  visual  cues   representing  transitions  between  each  of  the  four  steps  to  do  better.     I  also  thought  the  transition  slides  worked  to  grab  attention  if  necessary  –  similar  to  a  swimmer   taking  a  breath  in  between  smooth  swimming  strokes.  “The  most  basic  way  to  someone’s  attention   is  this:  Break  a  pattern”  (Heath  &  Heath,  2008,  p.  64).         Design  Decision  #7:  Consistent  background  design  for  slides  of  each  of  the  4  steps     For  each  of  the  four  steps  that  this  presentation  seeks  to  instruct  viewers  to  take  I  used  consisten   background  colors.  Red  represented  step  #1,  green  was  step  2,  blue  was  step  3,  and  purple  was  for   step  4.  Medina  talks  about  the  need  for  repetition  to  create  memories  (Medina,  2008,  p.  100).    
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“Our  brains  seek  unity  and  wholeness,  so  the  interaction  of  the  myriad  visual  elements  that   comprise  a  work  of  art  –  or  a  building  and  so  on  –  contribute  to  our  intuitive  interpretation  of  the   whole.”  (Reynolds,  2009,  p.  169)  Both  of  these  ideas  suggest  the  use  of  consistency  to  help  create   more  memorable  presentations.       Design  Decision  #8:  Use  of  humorous  slides  that  superimpose  school  leaders  onto  cartoon-­ like  images     “An  emotional  idea  makes  people  care.”  (Heath  &  Heath  (2008),  p.  206  Superimposing  the  images  of   our  founding  principal,  assistant  principal,  and  current  principal  on  the  bodies  of  Obi  Wan  Kenobe,   Han  Solo,  and  a  slamming  basketball  player  add  a  sense  of  humor  that  connects  with  my  colleagues.     These  images  work  as  stories  that  make  the  presentation  more  memorable  in  the  end.  “Stories  are   strongly  associated  with  entertainment  –  movies  and  books  and  TV  shows  and  magazines.”  (Heath   &  Heath  (2008),  p.  208)      

 

4.  Formative  Evaluation  Response  
Peer  Review  Question  #1   Which  slide  did  you  like  the  most?  Why?   With  this  question  I  was  looking  to  determine  what  I  was  doing  well  with  my  slides  and   trying  to  ascertain  if  there  was  a  particular  style  that  worked  well  with  the  messages  being   delivered.     Reviewer  #1:   I  really  liked  slides  15,19,  and  24.  They  were  dynamic,  had  different  layouts,  and  were   bright  and  vivid-­‐-­‐they  all  were  punctual  and  helpful.       Reviewer  #2:   The  slide  that  I  like  the  most  was  the  problem/opportunity  slide.  It  was  obvious  that  you   created  it  and  it  made  it  unique.     Response:   My  feedback  to  this  question  was  somewhat  conflicted.  One  reviewer  appreciated  the  clean   and  simple  designed  slides  that  utilized  large  images  and  accompanying  text.  The  other   seemed  to  think  these  slides  were  “too  stock,”  but  went  on  to  say  that  a  favorite  slide  was   also  a  clean,  text-­‐only  design.   I  chose  to  take  no  direct  action  with  these  responses.        
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Peer  Review  Question  #2   Which  slide(s)  don’t  you  like?  What  can  I  do  to  improve  it  (them)?   With  this  question  I  was  looking  to  determine  what  I  was  doing  well  with  my  slides  and   trying  to  ascertain  if  there  was  a  particular  style  that  worked  well  with  the  messages  being   delivered.     Reviewer  #1:   I  wasn't  too  thrilled  with  the  introductory  slides,  mainly  slides  6-­‐11.  I  felt  that  the  concept  of   showing  the  school  off  as  it  was  way  back  when  wasn't  very  helpful.  I  also  felt-­‐-­‐even  though   I  love  star  wars-­‐-­‐those  two  slides  were  a  bit  out  of  place,  and  felt  unconnected  even  to  the   "in  the  beginning"  progression  you  started  on.  So,  I  would  reconsider  your  use  of  those   slides.     Reviewer  #2:   There  are  some  slides  that  were  very  stock-­‐like.    If  you  can  review  those  stock  images  and   see  if  you  can  replace  some  of  those,  I  think  it  would  help.     Response:   Reviewer  #1  gave  specific  information  that  I  was  able  to  reflect  upon.  I  realized  that  the   opening  slides  are  only  necessary  when  my  audience  is  a  group  of  CVHS  teachers.  If  I  were   to  release  this  presentation  to  a  broader  audience  I  would  remove  these  slides  (and  a  few  at   the  end).  The  second  reviewer’s  feedback  was  too  general  for  me  to  seriously  consider   taking  action  and  modifying  my  work.       Peer  Review  Question  #3   How  can  I  make  this  presentation  more  instructional  and  less  informational?   With  this  question  I  was  looking  to  determine  what  I  was  doing  well  with  my  slides  and   trying  to  ascertain  if  there  was  a  particular  style  that  worked  well  with  the  messages  being   delivered.     Reviewer  #1:   I  think  that  sharing  a  story  about  an  SLC  in  action-­‐-­‐doing  what  it  is  supposed  to  do  for   students  and  their  learning-­‐-­‐would  be  very  powerful.  In  this  way,   you're  demonstrating  what  SLC's  should  be,  rather  than  informing  us  of  what  they  are   supposed  to  be.  Does  that  make  sense?  I  just  think  that  by  sharing  a  personal  anecdote,  you   would  get  a  more  sticky,  instructional  presentation.     Reviewer  #2:   I'm  not  sure  how  you  can  make  the  presentation  more  instructional.    I'm  not  quite  sure   what  you  are  trying  to  teach  in  the  presentation.    It  does  seems  more  informational.  
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  Response:   I  appreciate  the  first  reviewer’s  feedback  to  this  particular  question.  I  chose  to  not  dwell  on   what  is  going  well  with  our  SLCs  and  to  instead  focus  on  how  we  can  do  better  because  it   could  distract  from  some  of  my  points  and  make  the  presentation  longer  and  less  focused.   What  isn’t  entirely  clear  is  that  the  comments  about  what  an  eighth-­‐grade  student  would   think  when  trying  to  decide  on  which  academy  to  choose;  the  questions  students  would  ask   health  professionals  if  a  Health  Professions  club  existed;  and  the  comments  a  graduate   would  say  all  came  from  current  BHS  students  who,  by  all  accounts,  are  some  of  our  best,   brightest,  and  most  successful  students.   The  second  reviewer’s  comments  suggest  the  presentation  may  be  difficult  for  someone   outside  of  the  target  audience  to  follow.       Peer  Review  Question  #4   Should  I  leave  slides  23-­‐27  alone,  or  should  I  remove  slides  23-­‐26  and  just  transition  to  slide  27?   With  this  question  I  was  looking  to  determine  what  I  was  doing  well  with  my  slides  and   trying  to  ascertain  if  there  was  a  particular  style  that  worked  well  with  the  messages  being   delivered.     Reviewer  #1:   I  don't  think  you  should  remove  them-­‐-­‐I  might  condense  them  into  2  transitions  instead  of   four.  I  like  the  slides,  on  the  whole,  and  think  they  are  definitely  worth  keeping  around.     Reviewer  #2:   The  slides  23-­‐27  seem  to  be  more  instructional.    It  might  be  good  to  keep  those  slides  for   that  reason.     Response:   I  initially  took  the  first  reviewer’s  feedback  and  condensed  the  transitions.  After  seeking   additional  feedback  from  some  of  my  colleagues,  however,  I  reverted  to  the  one   comment/question  transition  that  existed  in  the  draft  of  the  is  presentation.   The  second  reviewer’s  feedback  to  this  question  does  not  make  sense  to  me.     Peer  Review  Question  #5   This  presentation  will  be  given  to  teachers  in  the  BHS  academy  at  Castle  View  High  School  (target   audience).  How  well  were  you  able  to  follow  the  specifics  of  this  presentation  despite  not  being  a   member  of  the  target  audience?  

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With  this  question  I  was  looking  to  determine  what  I  was  doing  well  with  my  slides  and   trying  to  ascertain  if  there  was  a  particular  style  that  worked  well  with  the  messages  being   delivered.     Reviewer  #1:   It  made  sense;  I  think  a  lot  of  the  content  was  universally  helpful  to  teachers  who  are  a  part   of  SLCs.  As  stated  earlier,  I  think  the  beginning  of  the  presentation-­‐-­‐with  the  Jedi  principals-­‐ -­‐was  a  bit  confusing  and  out  of  place.  But,  if  this  is  to  lighten  the  mood  with  your  intended   audience,  that  makes  more  sense  to  me.  Ultimately,  I  think  the  information  and  instruction   in  your  presentation  is  helpful  to  a  broader  audience.     Reviewer  #2:   For  me  it  was  very  informational  and  that  might  be  because  I'm  not  in  the  target  audience.     Response:   I  think  the  feedback  to  this  question  is  confusing.  The  first  reviewer  seemed  to  suggest  that   he  was  able  to  follow  the  presentation  despite  not  being  a  member  of  the  BHS  academy  at   CVHS  (which  is  consistent  with  his  earlier  response  to  delete  the  principal  slides).  The   second  reviewer,  however,  seems  to  simply  say  she  did  not  understand  the  material   because  she  is  not  in  the  target  audience.   I  think  I  chose  a  rather  specialized  topic  for  this  presentation  and  should  not  be  surprised  if   people  outside  of  my  target  audience  do  not  really  understand  my  points.  I  think  this  would   be  a  completely  different  situation  if  I  would  have  instead  created  a  presentation  that   instructed  viewers  how  to  tie  shoelaces  (for  example).     My  questions  seemed  not  to  invite  specific  information  about  my  presentation,  but  rather   general  conclusions  regarding  some  of  the  design.  It  seems  like  I  should  have  sent  my  reviewers   a  description  of  my  situation.    

Bibliography  
Heath,  C.,  &  Heath,  D.  (2008).  Made  to  Stick:  Why  Some  Ideas  Die  and  Others  Survive.  New  York:   Random  House.   Reynolds,  G.  (2009).  Presentation  Zen  Design:  Simple  Design  Principles  and  Techniques  to  Enhance   Your  Presentations.  Berkeley,  CA:  New  Riders.  

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