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Creating Effective Slide Presentations that Engage Students and Promote Learning Dan Burns Los Gatos High School Festival of Learning 10/8/12.

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Presentation on theme: "Creating Effective Slide Presentations that Engage Students and Promote Learning Dan Burns Los Gatos High School Festival of Learning 10/8/12."— Presentation transcript:

1 Creating Effective Slide Presentations that Engage Students and Promote Learning Dan Burns Los Gatos High School Festival of Learning 10/8/12

2 Agenda: Assertion-Evidence Design Interactive Engagement/Peer Instruction Creating Interactivity Hands-on Application

3 The Assertion-Evidence Slide Design Makes the Purpose of the Slide Clear to the Audience Assertion-Evidence Slide Design Developed by Alley and Neely 10 Organizes slide around an assertion written as a sentence Backs assertion with supporting data and visuals Discards default Powerpoint slide formats Does not use bullets Because the blast wave passes by quickly, the blast fragments become the primary hazard to personnel

4 Stating the Main Assertion in the Title Gives it More Emphasis than if it was Part of a Bulleted List Which Slide Might Have Saved the Space Shuttle Columbia?

5 Visual Evidence is More Effective at Supporting the Assertion than Items in a Bulleted List SilverStar Ultra TM Standard Halogen Xenon Xenon Headlights are better than Halogen Xenon Headlight Halogen Headlight Xenon more Efficient than Halogen The Human Eye is more Sensitive to Xenon Wavelengths Xenon has 33% higher Lumens output Xenon is a Noble gas Xenon Bulbs last longer Xenon Headlights are more Effective than Halogen at Illuminating the Road

6 Assertion Evidence Design has been shown to Improve Student Learning 10

7 Interactive Engagement and Peer Instruction Increase Learning Largest Student Gains in Pre and Post Tests were in Courses that used Interactive Engagement 11

8 What is Interactive Engagement and Peer Instruction? Expose students to content first Distribute a classroom response system (index cards or electronic “clickers”) Pose conceptual questions and solicit responses Allow time for students to share their reasoning Solicit new responses and explain if necessary

9 Interactive Engagement and Peer Instruction Rationale Students learn better when interacting with the material and their peers Students can memorize content without knowing underlying concepts Understanding requires knowing the concepts Teachers can learn more about what their students know and don’t know Allows on-the-fly differential instruction

10 Other Recommendations Collect data on responses by period Administer pre and post benchmark test like Force Concept Inventory Put conceptual questions on tests and quizzes Explain rationale for Peer Instruction to students Free up time by omitting lectures that could be replaced by lecture notes

11 If Object A Exerts a Force on Object B, then Object B Exerts an Equal, Oppositely Directed, and Simultaneous Force on Object A Newton’s Third Law For Every Action There is an Equal and Opposite Reaction

12 If your feet push down on the floor, what does the floor do? A.Nothing B.Absorbs the push C.Pushes up on your feet, but with less force D.Pushes up on your feet with an equal force E.Pushes up on your feet with greater force Newton 3

13 Can the floor push up on your feet with a force greater than your weight? A.Yes, but nothing will happen B.Yes, you will accelerate up into the air C.No, it always equals your weight D.No, it can only equal or be less than your weight E.Yes, but only on a planet with stronger gravity Newton 3

14 What is the force from that causes a car to accelerate down the road? A.The engine B.The transmission C.The pistons D.The road E.The tires Newton 3

15 What is the force from that causes a swimmer to accelerate across a pool? A.The swimmer’s legs B.The swimmer’s arms C.The swimmer’s arms and legs D.Gravity E.The water Newton 3

16 Other Ways to Make Slide Presentations Interactive Column Sorting Brainstorming Anticipation Guides Link to Slides Fill in the Blank Correct the Statement

17 Mr. Burns or Mitt Romney? Mr. Burns Mitt Romney Directions: Place the number of each quote under the name of the person who said it

18 Checklists offer professionals an effective way to ensure desirable results Astronauts use them Doctors rely on them Pilots don’t take off without them Military officers swear by them

19 Checklist for evaluating internet resources for high school research 3,4  Accuracy  Authority  Objectivity  Currency  Coverage ✔ ✔ ✔ ✔ ✔ A checklist approach will improve and increase student evaluation of internet resources - Who is the author and why are they qualified? -.edu or.gov? Who published the webpage? - What is the purpose of the website? - How old is the information? - Compare the information with other sources Directions: Write down what you think each item means

20 CIPA compliant content filters have Pros and Cons of their use in schools ProsCons Directions: Brainstorm a list of Pros and Cons with your neighbor Protect students from inappropriate content Prevents educational use of social websites Protect schools from lawsuits Restricts teachers from using online video sites Allows schools to receive E-rate internet access Can unintentionally prevent access to legitimate websites

21 Los Gatos High School’s technology use agreement 5 protects the school and the student Inappropriate content creation or access is prohibited Students are encouraged to save files to external devices Network administrators authorized to monitor content of files created on school computers Unauthorized modification to computers is prohibited Social media use only if approved by teacher

22 Select True or False for the following statements about fair use of copyrighted material 8 T  F  Entire Poems may be used if < 250 words OK to use ≤ 4 pages from a children’s book OK for teachers to make a copy of their DVDs OK to use 5 images from same artist OK to use up to 5 minutes from a video OK to use up to 25% of a song OK for libraries to lend software OK for teachers to show recorded TV shows ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ Next

23 True If the poem is 250 words or greater you can only use 10% or 1000 words, whichever is less Click to Return to True and False Slide

24 False If the book is less than 2500 words which is typical for a children’s book, you can use up to 2 pages Click to Return to True and False Slide

25 True If the DVD was obtained legally it is OK to make one copy to replace a lost, stolen, or damaged copy or as a backup Click to Return to True and False Slide

26 True It is OK to use a single photograph or artwork in its entirety but no more than 5 from the same artist or photographer Click to Return to True and False Slide

27 False Fair use guidelines allow no more than 3 minutes or 10%, whichever is less Click to Return to True and False Slide

28 False Just like with video, fair use guidelines allow no more than 3 minutes or 10%, whichever is less Click to Return to True and False Slide

29 True Libraries can lend software but the number of simultaneous users must not exceed what the software license allows. Libraries must take aggressive action to make sure unauthorized copying is not taking place Click to Return to True and False Slide

30 True Teachers can show recorded broadcast shows for up to ten days after it was recorded. Some PBS shows may be retained for much longer. Some cable shows grant this permission too. Click to Return to True and False Slide

31 Complete the Following about the Top 5 Causes of the _______ ____ 1._________ and social differences between the North and the South. 1._______ ______ versus federal rights. 1.Conflict between ______ States and _______States. 1.Growth of the ________ Movement 1.The election of ________ ________. Civil War Economic Statesrights slave free abolition AbrahamLincoln, Vampire Hunter

32 The clerk sold the scarf to the woman with the red print. On her way to school, Marissa found a green woman's purse. Jessie ate a cold bowl of cereal for breakfast. The broken teacher's umbrella was in the coat room. Adam was just picked for the team. The teacher's broken umbrella was in the coat room. Jessie ate a bowl of cold cereal for breakfast. On her way to school, Marissa found a woman's green purse. The clerk sold the scarf with the red print to the woman. Just Adam was picked for the team. Misplaced Modifiers A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it modifies/describes. Because of the separation, sentences with this error often sound awkward, ridiculous, or confusing. Furthermore, they can be downright illogical. Correct the misplaced modifiers in the following sentences.

33 References 1 Gray, L., Thomas, N., Lewis, L., Educational Technology in U.S. Public Schools: Fall 2008 First Look APRIL 2010 Project Officer National Center for Education Statistics 2 National Technology Scan, Parks Associates, Ohio Wesleyan University Libraries, 2/1/01, 4 Monash University Library, 7/07, web-pages.pdf 5 6 Rethinking the Design of Presentation Slides: The Assertion-Evidence Structure (2009). Penn State University. 7 Rabinowitz, E., Kernodle, M. W., & McKethan, R. N. (2010). The effective use of PowerPoint to facilitate active learning. Journal of Physical Education, Recreation & Dance, 81(5), Copyright and Fair Use Guidelines for Teachers, Technology and Learning, 9 American University Center for Social Media, 10 Alley, M. Neely, K.A. (2005). Rethinking the design of presentation slides: a case for sentence headlines and visual evidence. Technical Communication, 52(4), Hake, R Lessons from the physics education reform effort. Conservation Ecology 5(2): 28. [online] URL:

34 If Object A Exerts a Force on Object B, then Object B Exerts an Equal, Oppositely Directed, and Simultaneous Force on Object A Newton’s Third Law Return


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