• Center for Innovative Teaching and Learning
  • Instructional Guide

Teaching with PowerPoint

When effectively planned and used, PowerPoint (or similar tools, like Google Slides) can enhance instruction. People are divided on the effectiveness of this ubiquitous presentation program—some say that PowerPoint is wonderful while others bemoan its pervasiveness. No matter which side you take, PowerPoint does offer effective ways to enhance instruction when used and designed appropriately.

PowerPoint can be an effective tool to present material in the classroom and encourage student learning. You can use PowerPoint to project visuals that would otherwise be difficult to bring to class. For example, in an anthropology class, a single PowerPoint presentation could project images of an anthropological dig from a remote area, questions asking students about the topic, a chart of related statistics, and a mini quiz about what was just discussed that provides students with information that is visual, challenging, and engaging.

PowerPoint can be an effective tool to present material in the classroom and encourage student learning.

This section is organized in three major segments: Part I will help faculty identify and use basic but important design elements, Part II will cover ways to enhance teaching and learning with PowerPoint, and Part III will list ways to engage students with PowerPoint.

PART I: Designing the PowerPoint Presentation

Accessibility.

  • Student accessibility—students with visual or hearing impairments may not be able to fully access a PowerPoint presentation, especially those with graphics, images, and sound.
  • Use an accessible layout. Built-in slide template layouts were designed to be accessible: “the reading order is the same for people with vision and for people who use assistive technology such as screen readers” (University of Washington, n.d.). If you want to alter the layout of a theme, use the Slide Master; this will ensure your slides will retain accessibility.
  • Use unique and specific slide titles so students can access the material they need.
  • Consider how you display hyperlinks. Since screen readers read what is on the page, you may want to consider creating a hyperlink using a descriptive title instead of displaying the URL.
  • All visuals and tables should include alt text. Alt text should describe the visual or table in detail so that students with visual impairments can “read” the images with their screen readers. Avoid using too many decorative visuals.
  • All video and audio content should be captioned for students with hearing impairments. Transcripts can also be useful as an additional resource, but captioning ensures students can follow along with what is on the screen in real-time.
  • Simplify your tables. If you use tables on your slides, ensure they are not overly complex and do not include blank cells. Screen readers may have difficulty providing information about the table if there are too many columns and rows, and they may “think” the table is complete if they come to a blank cell.
  • Set a reading order for text on your slides. The order that text appears on the slide may not be the reading order of the text. Check that your reading order is correct by using the Selection Pane (organized bottom-up).
  • Use Microsoft’s Accessibility Checker to identify potential accessibility issues in your completed PowerPoint. Use the feedback to improve your PowerPoint’s accessibility. You could also send your file to the Disability Resource Center to have them assess its accessibility (send it far in advance of when you will need to use it).
  • Save your PowerPoint presentation as a PDF file to distribute to students with visual impairments.

Preparing for the presentation

  • Consider time and effort in preparing a PowerPoint presentation; give yourself plenty of lead time for design and development.
  • PowerPoint is especially useful when providing course material online. Consider student technology compatibility with PowerPoint material put on the web; ensure images and graphics have been compressed for access by computers using dial-up connection.
PowerPoint is especially useful when providing course material online.
  • Be aware of copyright law when displaying course materials, and properly cite source material. This is especially important when using visuals obtained from the internet or other sources. This also models proper citation for your students.
  • Think about message interpretation for PowerPoint use online: will students be able to understand material in a PowerPoint presentation outside of the classroom? Will you need to provide notes and/or other material to help students understand complex information, data, or graphics?
  • If you will be using your own laptop, make sure the classroom is equipped with the proper cables, drivers, and other means to display your presentation the way you have intended.

Slide content

  • Avoid text-dense slides. It’s better to have more slides than trying to place too much text on one slide. Use brief points instead of long sentences or paragraphs and outline key points rather than transcribing your lecture. Use PowerPoint to cue and guide the presentation.
  • Use the Notes feature to add content to your presentation that the audience will not see. You can access the Notes section for each slide by sliding the bottom of the slide window up to reveal the notes section or by clicking “View” and choosing “Notes Page” from the Presentation Views options.
  • Relate PowerPoint material to course objectives to reinforce their purpose for students.

Number of slides

  • As a rule of thumb, plan to show one slide per minute to account for discussion and time and for students to absorb the material.
  • Reduce redundant or text-heavy sentences or bullets to ensure a more professional appearance.
  • Incorporate active learning throughout the presentation to hold students’ interest and reinforce learning.

Emphasizing content

  • Use italics, bold, and color for emphasizing content.
  • Use of a light background (white, beige, yellow) with dark typeface or a dark background (blue, purple, brown) with a light typeface is easy to read in a large room.
  • Avoid using too many colors or shifting colors too many times within the presentation, which can be distracting to students.
  • Avoid using underlines for emphasis; underlining typically signifies hypertext in digital media.
Use of a light background with dark typeface or a dark background with a light typeface is easy to read in a large room.
  • Limit the number of typeface styles to no more than two per slide. Try to keep typeface consistent throughout your presentation so it does not become a distraction.
  • Avoid overly ornate or specialty fonts that may be harder for students to read. Stick to basic fonts so as not to distract students from the content.
  • Ensure the typeface is large enough to read from anywhere in the room: titles and headings should be no less than 36-40-point font. The subtext should be no less than 32-point font.

Clip art and graphics

  • Use clip art and graphics sparingly. Research shows that it’s best to use graphics only when they support the content. Irrelevant graphics and images have been proven to hinder student learning.
  • Photographs can be used to add realism. Again, only use photographs that are relevant to the content and serve a pedagogical purpose. Images for decorative purposes are distracting.
  • Size and place graphics appropriately on the slide—consider wrapping text around a graphic.
  • Use two-dimensional pie and bar graphs rather than 3D styles which can interfere with the intended message.
Use clip art and graphics sparingly. Research shows that it’s best to use graphics only when they support the content.

Animation and sound

  • Add motion, sound, or music only when necessary. When in doubt, do without.
  • Avoid distracting animations and transitions. Excessive movement within or between slides can interfere with the message and students find them distracting. Avoid them or use only simple screen transitions.

Final check

  • Check for spelling, correct word usage, flow of material, and overall appearance of the presentation.
  • Colleagues can be helpful to check your presentation for accuracy and appeal. Note: Errors are more obvious when they are projected.
  • Schedule at least one practice session to check for timing and flow.
  • PowerPoint’s Slide Sorter View is especially helpful to check slides for proper sequencing as well as information gaps and redundancy. You can also use the preview pane on the left of the screen when you are editing the PowerPoint in “Normal” view.
  • Prepare for plan “B” in case you have trouble with the technology in the classroom: how will you provide material located on your flash drive or computer? Have an alternate method of instruction ready (printing a copy of your PowerPoint with notes is one idea).
PowerPoint’s Slide Sorter View is especially helpful to check slides for proper sequencing and information gaps and redundancy.

PowerPoint Handouts

PowerPoint provides multiple options for print-based handouts that can be distributed at various points in the class.

Before class: students might like having materials available to help them prepare and formulate questions before the class period.

During class: you could distribute a handout with three slides and lines for notes to encourage students to take notes on the details of your lecture so they have notes alongside the slide material (and aren’t just taking notes on the slide content).

After class: some instructors wait to make the presentation available after the class period so that students concentrate on the presentation rather than reading ahead on the handout.

Never: Some instructors do not distribute the PowerPoint to students so that students don’t rely on access to the presentation and neglect to pay attention in class as a result.

  • PowerPoint slides can be printed in the form of handouts—with one, two, three, four, six, or nine slides on a page—that can be given to students for reference during and after the presentation. The three-slides-per-page handout includes lined space to assist in note-taking.
  • Notes Pages. Detailed notes can be printed and used during the presentation, or if they are notes intended for students, they can be distributed before the presentation.
  • Outline View. PowerPoint presentations can be printed as an outline, which provides all the text from each slide. Outlines offer a welcome alternative to slide handouts and can be modified from the original presentation to provide more or less information than the projected presentation.

The Presentation

Alley, Schreiber, Ramsdell, and Muffo (2006) suggest that PowerPoint slide headline design “affects audience retention,” and they conclude that “succinct sentence headlines are more effective” in information recall than headlines of short phrases or single words (p. 233). In other words, create slide titles with as much information as is used for newspapers and journals to help students better understand the content of the slide.

  • PowerPoint should provide key words, concepts, and images to enhance your presentation (but PowerPoint should not replace you as the presenter).
  • Avoid reading from the slide—reading the material can be perceived as though you don’t know the material. If you must read the material, provide it in a handout instead of a projected PowerPoint slide.
  • Avoid moving a laser pointer across the slide rapidly. If using a laser pointer, use one with a dot large enough to be seen from all areas of the room and move it slowly and intentionally.
Avoid reading from the slide—reading the material can be perceived as though you don’t know the material.
  • Use a blank screen to allow students to reflect on what has just been discussed or to gain their attention (Press B for a black screen or W for a white screen while delivering your slide show; press these keys again to return to the live presentation). This pause can also be used for a break period or when transitioning to new content.
  • Stand to one side of the screen and face the audience while presenting. Using Presenter View will display your slide notes to you on the computer monitor while projecting only the slides to students on the projector screen.
  • Leave classroom lights on and turn off lights directly over the projection screen if possible. A completely dark or dim classroom will impede notetaking (and may encourage nap-taking).
  • Learn to use PowerPoint efficiently and have a back-up plan in case of technical failure.
  • Give yourself enough time to finish the presentation. Trying to rush through slides can give the impression of an unorganized presentation and may be difficult for students to follow or learn.

PART II: Enhancing Teaching and Learning with PowerPoint

Class preparation.

PowerPoint can be used to prepare lectures and presentations by helping instructors refine their material to salient points and content. Class lectures can be typed in outline format, which can then be refined as slides. Lecture notes can be printed as notes pages  (notes pages: Printed pages that display author notes beneath the slide that the notes accompany.) and could also be given as handouts to accompany the presentation.

Multimodal Learning

Using PowerPoint can help you present information in multiple ways (a multimodal approach) through the projection of color, images, and video for the visual mode; sound and music for the auditory mode; text and writing prompts for the reading/writing mode; and interactive slides that ask students to do something, e.g. a group or class activity in which students practice concepts, for the kinesthetic mode (see Part III: Engaging Students with PowerPoint for more details). Providing information in multiple modalities helps improve comprehension and recall for all students.

Providing information in multiple modalities helps improve comprehension and recall for all students.

Type-on Live Slides

PowerPoint allows users to type directly during the slide show, which provides another form of interaction. These write-on slides can be used to project students’ comments and ideas for the entire class to see. When the presentation is over, the new material can be saved to the original file and posted electronically. This feature requires advanced preparation in the PowerPoint file while creating your presentation. For instructions on how to set up your type-on slide text box, visit this tutorial from AddictiveTips .  

Write or Highlight on Slides

PowerPoint also allows users to use tools to highlight or write directly onto a presentation while it is live. When you are presenting your PowerPoint, move your cursor over the slide to reveal tools in the lower-left corner. One of the tools is a pen icon. Click this icon to choose either a laser pointer, pen, or highlighter. You can use your cursor for these options, or you can use the stylus for your smart podium computer monitor or touch-screen laptop monitor (if applicable).  

Just-In-Time Course Material

You can make your PowerPoint slides, outline, and/or notes pages available online 24/7 through Blackboard, OneDrive, other websites. Students can review the material before class, bring printouts to class, and better prepare themselves for listening rather than taking a lot of notes during the class period. They can also come to class prepared with questions about the material so you can address their comprehension of the concepts.

PART III: Engaging Students with PowerPoint

The following techniques can be incorporated into PowerPoint presentations to increase interactivity and engagement between students and between students and the instructor. Each technique can be projected as a separate PowerPoint slide.

Running Slide Show as Students Arrive in the Classroom

This technique provides visual interest and can include a series of questions for students to answer as they sit waiting for class to begin. These questions could be on future texts or quizzes.

  • Opening Question : project an opening question, e.g. “Take a moment to reflect on ___.”
  • Think of what you know about ___.
  • Turn to a partner and share your knowledge about ___.
  • Share with the class what you have discussed with your partner.
  • Focused Listing helps with recall of pertinent information, e.g. “list as many characteristics of ___, or write down as many words related to ___ as you can think of.”
  • Brainstorming stretches the mind and promotes deep thinking and recall of prior knowledge, e.g. “What do you know about ___? Start with your clearest thoughts and then move on to those what are kind of ‘out there.’”
  • Questions : ask students if they have any questions roughly every 15 minutes. This technique provides time for students to reflect and is also a good time for a scheduled break or for the instructor to interact with students.
  • Note Check : ask students to “take a few minutes to compare notes with a partner,” or “…summarize the most important information,” or “…identify and clarify any sticking points,” etc.
  • Questions and Answer Pairs : have students “take a minute to come with one question then see if you can stump your partner!”
  • The Two-Minute Paper allows the instructor to check the class progress, e.g. “summarize the most important points of today’s lecture.” Have students submit the paper at the end of class.
  • “If You Could Ask One Last Question—What Would It Be?” This technique allows for students to think more deeply about the topic and apply what they have learned in a question format.
  • A Classroom Opinion Poll provides a sense of where students stand on certain topics, e.g. “do you believe in ___,” or “what are your thoughts on ___?”
  • Muddiest Point allows anonymous feedback to inform the instructor if changes and or additions need to be made to the class, e.g. “What parts of today’s material still confuse you?”
  • Most Useful Point can tell the instructor where the course is on track, e.g. “What is the most useful point in today’s material, and how can you illustrate its use in a practical setting?”

Positive Features of PowerPoint

  • PowerPoint saves time and energy—once the presentation has been created, it is easy to update or modify for other courses.
  • PowerPoint is portable and can be shared easily with students and colleagues.
  • PowerPoint supports multimedia, such as video, audio, images, and
PowerPoint supports multimedia, such as video, audio, images, and animation.

Potential Drawbacks of PowerPoint

  • PowerPoint could reduce the opportunity for classroom interaction by being the primary method of information dissemination or designed without built-in opportunities for interaction.
  • PowerPoint could lead to information overload, especially with the inclusion of long sentences and paragraphs or lecture-heavy presentations with little opportunity for practical application or active learning.
  • PowerPoint could “drive” the instruction and minimize the opportunity for spontaneity and creative teaching unless the instructor incorporates the potential for ingenuity into the presentation. 

As with any technology, the way PowerPoint is used will determine its pedagogical effectiveness. By strategically using the points described above, PowerPoint can be used to enhance instruction and engage students.

Alley, M., Schreiber, M., Ramsdell, K., & Muffo, J. (2006). How the design of headlines in presentation slides affects audience retention. Technical Communication, 53 (2), 225-234. Retrieved from https://www.jstor.org/stable/43090718

University of Washington, Accessible Technology. (n.d.). Creating accessible presentations in Microsoft PowerPoint. Retrieved from https://www.washington.edu/accessibility/documents/powerpoint/  

Selected Resources

Brill, F. (2016). PowerPoint for teachers: Creating interactive lessons. LinkedIn Learning . Retrieved from https://www.lynda.com/PowerPoint-tutorials/PowerPoint-Teachers-Create-Interactive-Lessons/472427-2.html

Huston, S. (2011). Active learning with PowerPoint [PDF file]. DE Oracle @ UMUC . Retrieved from http://contentdm.umuc.edu/digital/api/collection/p16240coll5/id/78/download

Microsoft Office Support. (n.d.). Make your PowerPoint presentations accessible to people with disabilities. Retrieved from https://support.office.com/en-us/article/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-ae3b2b3ef25

Tufte, E. R. (2006). The cognitive style of PowerPoint: Pitching out corrupts within. Cheshire, CT: Graphics Press LLC.

University of Nebraska Medical Center, College of Medicine. (n.d.). Active Learning with a PowerPoint. Retrieved from https://www.unmc.edu/com/_documents/active-learning-ppt.pdf

University of Washington, Department of English. (n.d.). Teaching with PowerPoint. Retrieved from https://english.washington.edu/teaching/teaching-powerpoint

Vanderbilt University, Center for Teaching. (n.d.). Making better PowerPoint presentations. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/making-better-powerpoint-presentations/

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Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2020). Teaching with PowerPoint. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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Teaching and Learning Strategies

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Teaching and Learning Strategies

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Study Skills and Classroom Success

Presentation strategies.

Photo of a woman standing in front of a windowed wall lined with clay pots. She is gesturing, holding a large sheet of paper in her hand, and standing near an easel with landscape drawings on it

The very best impromptu speeches are the ones written well in advance. —Ruth Gordon, actress and playwright

Learning Objectives

By the end of this section, you will be able to:

  • Identify common types of presentation tasks in a college class, including individual and group projects
  • Describe the purpose of presentation assignments and what an instructor might expect to see from your delivery
  • Explain how to avoid common pitfalls of visual aids in presentations
  • Identify techniques to reduce anxiety prior to and during presentation delivery

Imagine you are walking across your campus. As you pass the student center, you see a couple of people who have set up at a table outside, and they’re passing out information about the student honor society. Open windows in the music building share the sounds of someone practicing the piano in the art studio. Upon entering your class building, you are greeted by student-made posters illustrating various phases of the process of cell division. An open class door allows you to watch a young man in a lab coat and protective gear pour liquid nitrogen over items in a tray while the rest of his classmates look on with great interest. Your own instructor is setting up the computer screen at the front of your class when you walk in, loading up the Powerpoint that he plans to use for the day.

All of these are examples of presentations, and it’s very likely that you’ll be asked to participate in similar activities during your college career. Presenting, whether face-to-face or online, is a skill you will hone as a college student in preparation for your future career.

Presentation Types

Presentations can take many forms and potentially serve many purposes. When reading the definitions below, keep in mind that many presentations often combine several elements into a hybrid form. You may have to pick and choose what will work best for you depending on the instructor and the course. Let’s start with the different genres or types of presentations.

Informative

Some presentation assignments will ask you simply to deliver information about a topic. Often these presentations involve research, which you will shape and present to your instructor and classmates. Typically, informative presentations ask that you NOT share your opinion about the subject at hand (which can be more challenging than it seems). With an informative presentation, your goal is to educate your audience by presenting a summary of your research and “sticking to the facts.”

Unlike informative presentations, persuasive presentations ask that you not only form an opinion about your subject but also convince your audience to come around to your point of view. These presentations often involve research, too, and the findings of your research will be used to bolster the persuasive case you’re making.

Lesson Delivery

You may be asked to do a “Teaching Presentation,” which will require you to specialize in one topic of the course and give your fellow classmates instruction about it. In short, you become the teacher of a subject. Often your presentation will be the only time that this subject is covered in the class, so you will be responsible for making sure that you provide clear, detailed, and relevant information about it. You may also be asked to provide questions on the subject to be included in a quiz or test.

Demonstration

These action-based presentations typically model some behavior or subject matter that has been introduced previously in the class. Unlike the Lesson Delivery presentation, a demonstration adds a level of performance in which you show and tell the the audience what you know. You might perform the demonstration yourself, as a way of illustrating the concept or procedure, or you might provide classmates with instructions and guidance as they do it themselves.

Poster presentations should convey all the information on a subject necessary for a viewer to consider on her own. They often consist of short, punchy wording accompanied by strong visuals—graphs, charts, images, and/or illustrations. Posters frequently require research to prepare, and they allow for some creativity in design. Depending on the assignment, your poster may be part of a gallery of poster presentations with your classmates. Your poster has to communicate everything that is important without you being there to explain it to your audience.

Similar to poster presentations, online presentations are generally asynchronous— meaning they don’t require you to be present at the same time as your viewer. They often serve similar purposes as poster presentations, but due to the online format, they allow for more interactive possibilities, such as sharing a pertinent video or animated graph. Your online presentation must stand alone to teach your audience everything they need to know.

Solo and Group Presentations

You may be asked to present as an individual or as part of a group.

Individual presentations put all of the responsibility for preparation, research, and delivery on you. You rightfully take all the credit for the final product you produce.

Group presentations , in contrast, often involve more complicated tasks and therefore require more participants to make them. Your instructor may make suggestions about how the work should be divided, or the group may delegate tasks internally. Grades may be assigned equally to everyone in the group, though many instructors assign individual grades based on some participation-level factor to inspire each member to pull his or her own weight.

Presentation assignments are often open to creative interpretation, which gives you a lot of room to explore new techniques and add a personal touch to the task.

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Think About Audience

Now that you’ve learned a bit about the various types of presentations, it’s helpful to turn to another important part of presenting: the audience. Like reading and writing, presenting is a form of communication. Whether you’re presenting information, giving a demonstration, creating a poster, or trying to change people’s minds, your goal is to get your message across to your audience. For that reason, it’s important to remember that they may not interpret the information you are presenting exactly as you have. It’s your job as a presenter to explain your ideas using specific details, succinct and clear wording (avoid jargon), vivid descriptions, and meaningful images. As you organize your presentation, keeping this imaginary audience in mind can help you gauge how much background information and context to provide.

Choosing Media and Format for Visual Aids

Perhaps you’ve heard the phrase “Death by PowerPoint” to explain that all-too-familiar feeling of being slowly bored to death by a thoughtless presenter who’s droning on and on about boring slide after boring slide. If you’d like to know what the experience is about, and you have time for a laugh, watch the following video, starring stand-up comedian Don McMillan. McMillan pokes fun at bad presentations, but he has some very sound advice about what not to do .

You may consider using PowerPoint for your presentation, and that’s perfectly fine. PowerPoint can be a very effective tool with the right organization, layout, and design. Below is a list of five common pitfalls that you can and should avoid, and doing so will go a long way toward making your PowerPoint presentation successful:

  • Choosing a font that is too small . The person in the very back of the room should be able to see the same thing as the person in the front of the room.
  • Putting too many words on a slide . Remember it’s called PowerPoint, not PowerParagraph! Keep your bullet points clear and succinct.
  • Having spelling errors . Have somebody proofread your slides. Any typos will detract from your presentation.
  • Choosing distracting colors that make it hard to read the information . PowerPoint gives you a lot of color choices in their design templates. The ideas in your brilliant presentation will be lost if your audience is struggling to read the content.
  • Selecting images or visuals that do not clearly align with the content . For instance, a cute photo of your cat may look lovely up on the screen, but if it doesn’t connect to your topic, it’s just fluff that detracts from your message. Every slide counts, so make sure the visuals support your message.

Practicing for the Presentation

Once you’ve put together your presentation and have an idea of the audience that will hear and see it, it’s time to deal with the “nerves” that can accompany the performance part of the presentation. let’s consider some strategies for reducing anxiety about the presentation. Let’s turn to a final list of pointers for the “performance” part of the presentation, when you actually present your plan to an audience. You’ve worked hard as the owner of this presentation, so have confidence in your work. It’s tough to remember this when you’re nervous, but you’re the person who knows the most about your presentations. The following activity can help you get there.

Activity: Make A Presentation Plan

  • Practice techniques to reduce anxiety prior to and during presentation delivery

Directions:

  • As you plan for your presentation, it’s helpful to reflect on the challenges you may face when you present to your audience. Jot down a quick list of strengths and weaknesses. Be honest!
  • Now that you have an honest reflection of those strengths and weakness, it’s time to practice. Ask a friend or family member to watch you present. Request that they be honest with you and give constructive criticism about the strengths and weaknesses of your presentation. Have them jot down quick notes.
  • After the practice presentation, compare notes with the friend or family member. Compare and contrast how you felt about the quality of your presentation with the feedback you received. Use this information to help improve your presentation delivery.

What if you don’t have anyone available to practice your presentation? Record yourself using your phone or your laptop. It can be very difficult to listen to yourself, but it’s always enlightening to watch and/or listen to yourself present.

Practicing your presentation will help you build confidence and reduce anxiety prior to and during your presentation. Remember the sage advice of Oscar Wilde: “Be yourself. Everyone else is taken.” Good luck!

  • Presentation Strategies. Provided by : Lumen Learning. License : CC BY: Attribution
  • Image of woman presenting. Authored by : FotoMediamatic. Located at : https://flic.kr/p/uzmwSd . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
  • Image of Overplanning Kills Magic. Authored by : University of the Fraser Valley. Located at : https://flic.kr/p/mSNUJj . License : CC BY: Attribution

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Presentation Strategies

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Effective communication is essential in the classroom and in the real world. Good presentation skills, including public speaking and the design of visual materials, can be learned. Following the best practices outlined in the videos and resources below will help you become more effective at communicating your ideas in a professional way, while developing your own personal style.

Quick links:

Videos on Presenting

Videos on design principles, narrated presentations in powerpoint, best practices for effective presentations - video.

This video provides strategies for planning and delivering an oral presentation.

Creating and Presenting Your Poster - Video

This video gives tips on what to consider when planning the content, structure, and presentation of a poster.

PowerPoint Design Concept - White Space

White space is a basic design concept that will help clarify information in your PowerPoint presentations and other forms of visual content.

PowerPoint Design Concept - Visual Hierarchy

Visual hierarchy is an important design concept that will help you communicate your main message more effectively.

  Designing Effective Presentations - Fonts

Fonts can set the tone for your presentation but it is also important to understand how to make them as legible as possible while communicating your main message.

  Designing Effective Presentations - Color

Making thoughtful color choices in your presentation not only helps to set the appropriate feel or style for your presentation but can also help to improve the clarity of your message.

After reviewing the materials above about presentation strategies and design principles, practice those ideas by creating a narrated presentation in PowerPoint. The newer versions of PowerPoint allow you to record yourself giving the presentation (just your voice). The result adds audio objects for each slide, which makes it possible to redo a slide or two if you make mistakes. The PowerPoint file can then be exported to a movie file, complete with slide transistions and animations, to be easily reviewed or shared. This can serve as great practice for your presentation before showtime. 

Create a Narrated Presentation

The following link provides a helpful tutorial for both PC and Mac versions of PowerPoint: Recording a slide show with narrations and slide timings

Export a Video File

To export your slideshow as a MP4 file (or other video file) with your audio narrations, please review the following help page, which describes both the PC and Mac versions method: Save a presentation as a Movie file or MP4

NOTE : Not all versions of PowerPoint have the features mentioned above. Hopkins Affiliates have access to a Microsoft Office 365 license which will allow you to download the newest version of Office including PowerPoint. Please visit the following page for how to download Microsoft Office 365: Office 365 Communication Hub, Microsoft Office

  • Effective Poster Presentation - Handout
  • This PDF presents strategies to consider in determing poster content, structure, and graphic design. It includes tips on presentation logisitics

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Effective Learning Strategies

Nov 01, 2014

2.18k likes | 3.64k Views

Effective Learning Strategies A range of my tried and tested ideas – all in one place and just for you!. Assessment for Learning is… Students knowing what they are learning, how they are learning, how they will be assessed, why they are at X level and how to get to the next level.

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  • success criteria
  • students work
  • students write questions
  • group independent learning technique

damian-ortega

Presentation Transcript

Effective Learning Strategies A range of my tried and tested ideas – all in one place and just for you! Assessment for Learning is… Students knowing what they are learning, how they are learning, how they will be assessed, why they are at X level and how to get to the next level. Teachers informing students of objectives, using different teaching and assessment methods, making success criteria clear, showing how to achieve the success criteria and giving clear advice on how to make progress. • Learning Objectives • clear, shared and explained to the students • used within the plenary to check understanding • levelled • challenging • Marking and Feedback • use S and T on students work (research shows that comment marking is effective). • use of RAG on students work. • clear targets for improvement • opportunity to improve work • verbal and written feedback • Planning and Progression • Use knowledge to inform future teaching • plan questions into your lessons • use levelled tasks and ladders • “student speak” success criteria • appropriate task setting • self and peer assessment There are lots of strategies to support AfL and I have tried to give as many examples of possible on the next few pages.

Literacy Strategies Text Features Explain the different parts of text book eg headings, pictures and important points. SQ3R Survey the text before reading it. Predict the contents. Questions – ask students to come up with the questions. Talk about the relevance of the questions. Read to answer the questions. Recite the answers to questions out loud. Retell – re read sections of text. Bundling Good at the start of a topic. Write down facts on paper and then get into groups to classify them. Students use text books to support their work. Visualisation Read the text (you could do this the first time) and get students to draw what they see. Could be useful for work on cycles or experimental methods. Summarising Focuses on the key ideas. Allows a deeper knowledge of what has been read. Useful for revision. See starter templates. Research Use an organiser to plan. Teach students to skim read, use contents and index and relevant questions. What do I know? What are my questions? Where can I find my answers? Modelling reading Explain thought processes as you read through the text. Power Talk and Writing Encourage the use of proper sentences and correct vocabulary when talking and writing about science. VCOP Placemats See example in the pack. Summary Pyramids See example in the pack. • The List of 11 • Levelled learning objectives • Literacy objectives • Literacy techniques • Formative questioning by the teacher • Questioning by pupils • Independent learning • Paired and group work • Differentiation • Use of data to inform learning • Progress • Formative feedback Other important strategies to support your teaching – all in one place to make it easier for you! • Climate for Learning • colourful clear displays showing keywords, students work, exemplar work and assessment criteria. • Use of rewards • Constructive feedback in the assessment of work • constructive use of data • high expectations of work and behaviour Questioning ABCD cards, No hands up, Wait Watchers, Basketball, Class Vote, Mini white boards, Phone a Friend

Hinge questions – these are the important questions that must be understood in order to move the learning on Diagnostic questions – what do the students know Discussion questions • Ideas • No hands up • Wait watchers • Open v Closed • Students write questions • Basketball • True/False • Mini white boards • Class vote • Phone a friend Questioning Techniques and Independent Learning • Good activities to get students asking the questions are… • Noughts and crosses • Blockbusters – excellent for power talk during a starter • I challenge you – students challenge each other to answer the questions. This is also a group independent learning technique. Independent Learning Getting the students to work without the intervention of the teacher. Could be individual, paired or group tasks. Remember to use the 4 B’s approach!

What we will mark... Teachers will mark work regularly during every teaching sequence in Key Stage 3. To ensure that marking is carried out in line with the school policy, I have set some compulsory tasks that all students must complete. The assessment of some tasks will be moderated and other marking will be scrutinised during book monitoring. It will be essential for the teacher to forward plan and ensure that marking is distributed over the teaching sequence. For example do not set a homework deadline in the same week as a test. Teachers can choose to assess other work at any time and are encouraged to do so. It is also essential to use peer and self assessment regularly as this will benefit students and their ability to access the success criteria. Teachers will mark the following pieces of work… Compulsory homework task Other homework tasks selected by the student Level Assessed Tasks and Tests (a minimum of two per teaching sequence) Extended writing task Group work task Teachers may choose to mark class work, especially tasks that require independent work. When we will mark... • Marking and feedback are essential! Use the marking policy that we have in place, including… • Success and Target • RAG • MADIC and RADIC

An outstanding lesson would contain… Exemplary subject knowledge and teaching style. Learners engrossed in their work. Students with exceptionally good attitudes towards their work. Teaching styles matched to the learners needs. Exemplary behaviour from students as a result of their engagement and enjoyment with the work. Work is tailored to the capability of the students. Resources are directed and managed highly effectively so that learners make exceptional progress. Assessment methods allow students to improve. There are a range of assessment methods including effective peer assessment. Use the list of 11 to make sure that all of these points are covered.

How we will mark...

Be an independent learner – use the 4 B’s! Brain Think about the question again Book Try to find the answer in a book Buddy Ask the person next to you Then you can ask me – the Boss! R.A.D.I.C Read and discussed in class M.A.D.I.C Marked and discussed in class Assessment in Science

Literacy Strategies

Use the VCOP grid to help you write the answer to your work.What happens in this experiment and why? Name: What went well… Even better if…

Starter Ideas

Crack the Code Put your keywords here: change to “windings” text

Say why you have chosen the keyword.

Anagrams Put the keywords here and make sure they are scrambled up. Extension – ask students to make a sentence with the words in it.

Matching Keywords

Here are the answers…

Turn over for extension Title In pairs, decide who is “noughts” and who is “crosses”. If you answer the question correctly, you win the square. If you both don’t know the answer, look it up in the revision guide. You have 5 minutes to play the game.

This is on $Drive – called wipeout Limestone and clay are heated to make cement Limestone is also called calcium carbonate When limestone is heated, calcium hydroxide is made. Endothermic reactions take in energy. ü ü û ü Cement is mixed with sand and water to make mortar. Limestone neutralises alkaline soil. Quarrying damages the environment by making lots of dust and noise. Calcium Oxide has the chemical formula CaO. ü û ü ü Limestone is heated with sand and sodium carbonate to make glass. No energy is needed to produce cement and quicklime. Waste materials produce unsightly tips. Slaked lime is an acid. ü û ü û Slaked lime is also known as calcium hydroxide. Limestone can be crushed and used for road surfaces. Limestone is made from plants. When calcium carbonate breaks down, carbon dioxide is made. û ü û ü

Classroomtools.net • Use this website to make your own quizzes. • I write the questions in word and copy them in.

An alloy containing tin and lead How copper can be purified The alloy used in dentistry Called “catchphrase” – on the $Drive The alloy which contains iron The electrode which copper ions are attracted to Gold is found… Brass is used for… The melting points of alloys are ----- compared to metals Nitinol is an example of a… Two advantages of building cars with aluminium bodies Alloy containing copper and tin. Two useful properties of copper

Cross out the wrong sentence in each pair

Hangman Back To Starters You know what it is!

A - Z Back To Starters Can also do it verbally. Ask students/groups to shout out when you give them a letter. e.g. Write down a key/related word for our topic area for as many letters of the alphabet as you can. Arms Bay Conflict Darfur Earth Freedom Guantanamo Harm

Taboo Back To Starters Students have to describe a key word without using that word (it is taboo!). (could do it in teams, pairs, whole-class)

Compare and Contrast Back To Starters (Zimbabwe, Oct 2007) What differences and similarities do you notice?

4 W’s and an H • What? • Where? • When? • Why? • How?

Acrostic Poem UPD8 Electromancer - Useful additional activities - NE Feb 2010

Bingo Sheets Back To Starters e.g. Pupils get bingo sheets with key words/phrases and you read out definitions...

Mystery Bag Back To Starters ? Take a bag into the classroom that contains an object which has a connection to the lesson. Pass it around and let the students feel the object inside the bag. The first person to guess what it is could be rewarded with a merit.

What do you know? Back To Starters Word or phrase (variation – ideas must be pictures instead of words)

Flow Chart Back To Starters Prime Minister MPs Voters Fill in the gaps!

Make links between the words

Lesson Review 3 things I have learnt today are…

Continuum Back To Starters Make a continuum in the room with strongly for and strongly against at either end. As students come in tell them the proposition and that they must justify the position on the continuum they choose. (variation – pupils line up randomly. They discuss with their neighbour only and then move accordingly. Continues until the continuum is fully drawn)

Pass the Parcel Wrap up an object related to the lesson and play pass the parcel. Each layer could include a question related to previous learning or the lesson to come. Back To Starters

Dominoes Gordon Brown Labour Party Harriet Harman Subway Equality Franchise Democracy Voting Back To Starters Develop by making huge dominoes to lay out on the floor

Challenge Ideas

Contents Page Random Words • Give students a list of five random words, • e.g. Box; Cow; Sunshine; Beyond; Fence • And ask them to: • Show how any or all of the words connect to one another. • Explain how they may influence one another. • Suggest how they might link to the learning. • Create a story encompassing all the words. • Mind-map the connotations of each word and then analyse the links between them. www.edwarddebono.com Adapted from an idea by Edward De Bono – a super author for all things thinking.

Contents Page Exam Questions • Ask students to produce exam questions for the topic they are studying. These could be scaffolded by criteria or left open. • Extension: • - Students go on to create model answers to the questions they have set. • Students swap questions with one another and then answer these. • Questions are taken in by the teacher and redistributed at random. After writing answers students meet up with the question author to mark the work.

Contents Page Symbols Ask students to translate something into symbols that could be understood by an outside observer. The something could be a specific piece of content, the whole lesson, their learning etc. Example – People vote in elections and whoever gets the most votes becomes leader. A B C vAvAvAvBvBvCvCvCvC ABC

Contents Page Defend Your Consequence • A great game to use in all manner of subjects. • Students are given a consequence (or cause) for which they must develop a defence. This can be done individually or as a group activity. • Example: • The most important consequence of not listening to your parents is… • You save your ears from being worn out • You miss potentially life-changing information • You fail to get a complete picture of their world • They might not listen to you • If you don’t listen, how can we say that they have really said anything?

Contents Page Accuracy and Precision Precision and accuracy are important skills. Create extension tasks that encourage students to practice them, or reflect on what they already do. An example would be asking students to recreate an image exactly as it is in original, or, take journalist style notes of a partner talking which are then compared to what was actually said (perhaps the partner could write down first and read from the script).

Contents Page Observer Choose a student to sit and observe what is happening in the class (this might work particularly well with debate, discussion or group work). Their role is to assess what is happening and offer suggestions for change, ways to improve, examples of excellent work etc. Extensions: Ask the student to produce a set of criteria they will use for their assessments. Get the student to justify their decisions, including the criteria chosen.

Contents Page Bloom’s Have a list of evaluate and synthesis words to hand for teacher and student to create extension questions off the cuff. Evaluate Appraise Argue Assess Critique Defend Evaluate Examine Grade Inspect Judge Justify Rank Rate Review Value Synthesise Combine Compose Construct Create Devise Design Formulate Hypothesise Integrate Merge Organise Plan Propose Synthesise Unite

Contents Page Specify Ask students to review their work and analyse where they have not been specific. They must explain why they have not been and rewrite their work so it is more specific. In addition, they can compare the meaning of the two pieces of work, drawing out the changes increased specificity brings. Extend by asking students to examine the nature of communication and consider what the problems of ambiguity and vagueness might be.

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Teaching Methods: Gamification

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COMMENTS

  1. PDF Twelve Active Learning Strategies

    Example 2. "Think-Pair-Share" is an active learning strategy that engages students with material on an individual level, in pairs, and finally as a large group. It consists of three steps. First, the instructor poses a prepared question and asks individuals to think (or write) about it quietly. Second, students pair up with someone sitting near ...

  2. Workshop for Teachers: Teaching Strategies Presentation

    Free Google Slides theme and PowerPoint template. Teachers are the ones responsible for teaching their students... but they are also required to keep learning! In fact, almost in any profession, one never stops learning. Teaching strategies are a set of decisions that a teacher makes so that he can steer the learning process toward the right ...

  3. Teaching with PowerPoint

    PowerPoint can be an effective tool to present material in the classroom and encourage student learning. You can use PowerPoint to project visuals that would otherwise be difficult to bring to class. For example, in an anthropology class, a single PowerPoint presentation could project images of an anthropological dig from a remote area ...

  4. Teaching and Learning Strategies

    Presentation on theme: "Teaching and Learning Strategies"— Presentation transcript: After determining learning objectives, the next step is the selection of teaching strategies or methods in relation to the desired objectives. Teaching Strategies or methods come in many forms: lecture, class discussion, small group discussion, and videotapes ...

  5. Presentation Strategies

    Below is a list of five common pitfalls that you can and should avoid, and doing so will go a long way toward making your PowerPoint presentation successful: Choosing a font that is too small. The person in the very back of the room should be able to see the same thing as the person in the front of the room.

  6. Learning Strategy

    Presenting this set of slides with name essential components of learning development strategy ppt powerpoint presentation gallery background image. This is a five stage process. The stages in this process are exploration and filtration, learning, personal and professional application, awareness, sharing and reflection.

  7. Learning Strategies PPT Presentation And Google Slides

    The Learning Strategies PowerPoint template, a valuable resource for educators, trainers, students, and professionals, simplifies the creation of visually engaging presentations, allowing customization of content and design elements. It serves as a platform for sharing insights, methods, and best practices to improve learning outcomes.

  8. Learning and Development Strategy Templates to ...

    This professionally designed PowerPoint slide comprises a roadmap that showcases a plan to roll out several learning and development programs. Managers can leverage this PPT template to devise a tailor-made approach for each employee and provide specific training and knowledge. Download this flexible PPT design and outline a learning strategy ...

  9. Presentation Strategies

    Effective Poster Presentation - Handout. This PDF presents strategies to consider in determing poster content, structure, and graphic design. It includes tips on presentation logisitics. The Center for Teaching Excellence and Innovation is the instructional support center for the Arts & Sciences and Engineering schools at Johns Hopkins University.

  10. PPT

    The five strategies to help students with disabilities get the most from their homework are: Give clear and appropriate assignments. Make accommodations in homework assignments. Teach study skills. Use a homework planner. Ensure clear home/school communication. Cynthia Warger, 2001. Learning Strategies.

  11. Effective PowerPoint

    Academy for Teaching and Learning. Moody Library, Suite 201. One Bear Place. Box 97189. Waco, TX 76798-7189. [email protected]. (254) 710-4064. PowerPoint is common in college classrooms, yet slide technology is not more effective for student learning than other styles of lecture (Levasseur & Sawyer, 2006). While research indicates which practices ...

  12. cooperative learning.ppt

    Think-Pair-Share: Involves a three step cooperative process. In step one students think silently about a question posed by the teacher. Individuals pair up during the second step and discuss their thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

  13. PPT

    Presentation Transcript. Learning Styles and Strategies Chapter 5. Section 1: The Learning Process • By the end of this section, you will be able to: • Identify the stages of the learning process • Define learning styles, and identify your preferred learning style (s) • Define multimodal learning • Describe how you might apply your ...

  14. PPT

    Effective Learning Strategies. An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Download presentation by click this link.

  15. Learning Strategy

    Various strategies of learning and development. Slide 1 of 6. Talent Gap Analysis To Boost Employee Learning And Development Talent Management Strategies. Slide 1 of 6. Learning Strategy In Powerpoint And Google Slides Cpb. Slide 1 of 5. Experience curve strategy framework showing graph with numbers of unit produced.

  16. Learning Styles

    Free Google Slides theme and PowerPoint template. Contrary to popular belief, there are lots of different ways of teaching, and they aren't incompatible. In fact, they complement each other. Some work better for some subjects than others. Eliana Delacour knows this very well, and that's why she has been the one in charge of the content of ...

  17. Teaching Methods: Gamification

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