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Beyond Bullets: PowerPoint For Learning.

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Presentation on theme: "Beyond Bullets: PowerPoint For Learning."— Presentation transcript:

1 Beyond Bullets: PowerPoint For Learning

2 Bah Humbug! Oliver Twist a sad story with a happy ending I was born
in London wealthy Bad luck poor house hunger Please sir, I want some more. Left Poor house Fagan Pick pocket The Artful Dodger Character Resources Nancy Sweet Victim Unhappy London Streets Winter Depressing Lorem ipsum ulum dolor Esulum Rotullum Botulism dolor Sicknesss Nancy Hurt Unhappy Sadness Death Discovery

3 Choose one: The Oliver Twist Story was told to: Introduce you to a timeless classic, setting the stage for a presentation that is rooted in timeless advice Demonstrate how bullet points can dilute thoughts or information and can ruin even a story as strong as Oliver Twist Show the big picture and the details within the context of the big picture by showing all the slides together on a single slide

4 Four Perspectives of Power Point:
David Byrne Edward Tufte Linda Lohr James Gall

5 Edward Tufte See pages of handouts

6

7 Gettysburg Cemetery Dedication
Abraham Lincoln 11/19/1863

8 Agenda Met on battlefield (great) Dedicate portion of field - fitting!
Unfinished work (great tasks) 11/19/1863

9 Not on Agenda! Dedicate Consecrate Hallow (in narrow sense)
Add or detract Note or remember what we say 11/19/1863

10 Review of Key Objectives & Critical Success Factors
What makes nation unique Conceived in Liberty Men are equal Shared vision New birth of freedom Gov’t of/for/by the people 11/19/1863

11 Organizational Overview
11/19/1863

12 Summary New nation Civil war Dedicate field
Dedicated to unfinished work New birth of freedom Government not perish 11/19/1863

13 David Byrne

14 See pages of handouts Good teaching strategies and 10 heuristics Linda Lohr James Gall

15 Dancing with the Devil: Can Good People Still Use PowerPoint?
cover Artifacts to bring: Tufte book “The Cognitive Style of PowerPoint” Books on jewelry, forging hammer, saw, jewelry Dancing with the Devil: Can Good People Still Use PowerPoint?   

16 Lincoln’s Gettysburg Address
1. Unifying context (photographs that tell the story) Lincoln’s Gettysburg Address Gettysburg, PA, Nov. 19, 1863 4 months after the battle 17 months before the end of war

17 2. Focus on structure and relationships (sequence of events)
In 1863, Gettysburg was a small town of 2,390 residents In July, approximately 160,000 men of the Union and Confederacy fought on these grounds In three days, over 7,000 were killed and 45,000 were wounded Gettysburg was the last major battle in the North, but the war would continue for 21 more months

18 Four months after the battle, a ceremony dedicated a cemetery and monument at the site
Main speaker Edward Everett addressed the crowd for two hours and his words are largely forgotten President Lincoln then spoke for two minutes in one of the most memorable statements ever made on democracy

19 Photo of Lincoln taken 11 days
before the Gettysburg Address

20 3. Use multiple representations (photographs, paintings, primary sources)
Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that “all men are created equal” The Declaration of Independence

21 Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. “Watch Meeting—Dec. 31st, 1862—Waiting for the Hour,” slaves awaiting the moment when the Emancipation Proclamation takes effect, by William Tolman Carlton, Original hangs in the White House

22 We are met on a great battle field of that war.
Procession Towards Dedication Ceremony

23 We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. This we may, in all propriety do. Union Dead at Gettysburg

24 But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow, this ground -- The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. Dead Confederate Soldier at Gettysburg

25 The world will little note, nor long remember what we say here; while it can never forget what they did here. Educational Program at 139th Anniversary Re-enactment, 2002

26 4. Make context explicit (year and location of battles held after the dedication)
It is rather for us, the living, we here be dedicated to the great task remaining before us -- Eastern Battles after Gettysburg

27 that, from these honored dead we take increased devotion to that cause for which they here, have the last full measure of devotion -- Union Recruiting Poster

28 that we here highly resolve these dead shall not have died in vain;
Various Monuments at Gettysburg

29 that the nation, shall have a new birth of freedom, and that government of the people by the people for the people, shall not perish from the earth. U.S. Colored Infantry at Fort Lincoln at the End of the War

30 The Declaration of Independence
Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that "all men are created equal.” Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle field of that war. We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. This we may, in all propriety do. But, in a larger sense, we can not dedicate--we can not consecrate--we can not hallow, this ground--The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. The world will little note, nor long remember what we say here; while it can never forget what they did here. It is rather for us, the living, we here be dedicated to the great task remaining before us--that, from these honored dead we take increased devotion to that cause for which they here, gave the last full measure of devotion--that we here highly resolve these dead shall not have died in vain; that the nation, shall have a new birth of freedom, and that government of the people by the people for the people, shall not perish from the earth. The Declaration of Independence

31 References and Resources
5. Make actors and authors of resources explicit References and Resources Gettysburg Battlefield: The Definitive Illustrated History by David J. Eicher The Gettysburg Address - Library of Congress Exhibition (http://loc.gov/exhibits/gadd) Gettysburg, Pennsylvania Website (http://www.gettysbg.com) American Civil War Resources (http://americancivilwar.com) U.S. National Archives & Records Administration (http://www.archives.gov)

32 use unifying concepts or metaphors to anchor content
linkages forged silver bezel cabochon setting

33 focus on structure & relationships
Chain links are created by bending wire or metal with pliers Chains join elements (such as beads or forged shapes) Metal linkages S-hook links are forged shapes created by striking metal with a hammer (characterized by thin and thick form)

34 use multiple representations
Demonstration (seeing, hearing) of forging Reading forging instructions Watching other students forge

35 make context explicit Jewelry making 101 Jewelry making 101 or

36 make resources (actors, authors, audience) explicit
novice project expert project

37 point out the limitations of the resources
casting projects will not be covered

38 avoid absolutes Overheating metal destroys it
Overheating metal creates a reticulated surface

39 avoid either/or Work with copper or silver

40 provoke recipients, help them question assumptions and question questions
I will not teach precious metal clay skills and concepts because ...

41 How would you write the expression for this group of cells ?
B2:F2

42 T L R R R R Where do strategies fit? Behaviorism Cognitive Psychology
Authentic environments teacher L Imagery Behaviorism Cognitive Psychology Constructivism learner Extensive feedback R R L Expert/novice differences resource Limited learner analysis and learning objectives L Match the orientation: Students learn in authentic environments Emphasizes imagery to enhance imagery Extensive feedback is critical to student learning Expert/novice differences drive design (model expert schemata) Learner analysis and development of learning objectives are not practiced Focuses on organized knowledge structures Is the foundation of most ISD models R L Knowledge structures Foundation of most ISD models R L

43 “Imagination is more important than knowledge.”
Who said this? “Imagination is more important than knowledge.”

44 These are two versions of Compuserve’s
design. What do these tell you about design trends in the interface? 1997 2000

45 I need a name.

46 do not let the devil lead: use multiple media
manipulatives paper multimedia


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