2. Session 1 - Short Course in Basic Teaching Skills
Learning Outcomes
By the end of this session, you should be able to:
Use the black-/white-board effectively,
Make the most of the overhead projector,
14:50 Run through as above.
Q. Are there any other issues about using visual aids that you feel need to be covered today?
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

3. Session 1 - Short Course in Basic Teaching Skills
Why use teaching aids?
Teaching aids are useful to:
reinforce what you are saying,
ensure that your point is understood,
signal what is important/essential,
enable students to visualise or experience something that is impractical to see or do in real life,
engage students’ other senses in the learning process,
facilitate different learning styles.
15:00 Run through as above.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

4. Session 1 - Short Course in Basic Teaching Skills
We Learn and Retain:
10% of what we READ
20% of what we HEAR
30% of what we SEE
Diagram has appeared in many manifestations and has been attributed to a number of people.
Edgar Dale. “Cone of Experience” (find reference)
50% of what we HEAR and SEE
Higher levels of retention can be achieved through active involvement in learning.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

5. The Chalkboard
Practices for Effective Use of Chalkboard
Chalkboard Techniques

6. 11 Practices for effective use of the Chalkboard:
Write clearly and legibly
Have a hard copy of your diagram or outline.
Don’t crowd your notes
Make use of colored chalk to highlight key points.

7. Do not turn your back to your class while writing on the board.
Start writing from left to right side
Provide lines if needed
Look at your board work from all corners of the room
The curtain on the window may solve the problem on a glare on the chalkboard.

8. Suggest to mount the chalkboard a little concave from left to right
11. For saving the writing, write “Please Save” and cover it with a curtain.

9. Chalkboard Tips Plan for your board work Give student time to copy
1.Visual Reinforcement
Plan for your board work
Give student time to copy
Practice drawing diagrams or pictures beforehand
Be selective
Correcting mistakes
Highlight important points

10. Erase old chalk work completely Structure your board work
2. Hands-on Tips
Erase old chalk work completely
Structure your board work
Use the most visible parts of the board
Follow the 1-10 rule
Avoid handwriting or cursive writing
Avoid using all capitals
Erase with up and down strokes

11. Evaluate Your Board Work
Ask students to let you know whether or not your board work is clear.
Ask a sample students if they get the important points of the class
Erase the board at the end of the class

12. Chalkboard Techniques: (James Brown)
Sharpen your chalk
Stand with your elbow high.
Use dots as “aiming Points”.
Make writing between 2 and 4 in. high.
Use soft chalk

13. Session 1 - Short Course in Basic Teaching Skills
WHITE-/CHALKBOARD
Advantages
No advanced preparation required,
except when displaying a complex table/chart/ diagram.
Technology is not dependent on electricity or other possible glitches.
Can be used by students for problem-solving, etc.
Disadvantages
Time-consuming if you have a lot to write.
Handwriting may be difficult to read (legibility, size, glare, etc.).
Turn your back on audience.
Cleaning the board (chalk dust, permanent marker, etc.)
Can’t go back to something you’ve erased.
Ask for other ideas from the floor.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

14. Session 1 - Short Course in Basic Teaching Skills
WHITE-/CHALKBOARD
TIPS
Get to the lecture hall early to make sure that the board has been cleaned.
Bring your own chalk/markers and eraser.
If you have problems with keeping your writing level, draw horizontal lines in advance using a pencil and metre stick.
Draw complex diagrams, charts, etc. in advance and cover with a piece of newsprint until needed.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

15. Chalkboard Techniques:
Don’t talk to the board

16. Provide lines if needed for writing exercise purpose

18. Wipe the board with dampen cloth once a week

23. Avoid using all capitals…
Explain the mistake before correcting…
A little smile is important in….
Have a hard copy for your diagram…
Don’t lean on the board…

24. STICK FIGURE
A stick figure is a very simple type of drawing made of lines and dots, often of the human form or other animals.
In a stick figure, the head is represented by a circle,
The arms, legs and torso are all represented by straight lines.
However, if one wanted to show emotion, simple additions can provide facial expressions, such as inward-pointing "eyebrows" showing anger, or widened "eyes" for fear, but many stick figures lack noses, mouths, or have no facial features displaying absent or ambiguous emotional expression.

26. hunting

27. Groom Presents Ring to Bride
Stick Figure Groom with Garter

29. Chalkboard / Dry Erase Board / Whiteboard
Advantages: Inexpensive, easy to use, widely available
Disadvantages: Chalk dust, may require practice and prep work to use effectively

30. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Advantages
Allows you to prepare all your slides in advance.
Particularly suited for complex diagrams, charts and illustrations.
Can build up information point-by-point through the use of overlays.
Don’t have to turn your back on the audience.
Disadvantages
A blown bulb or power failure can spoil all your hard work.
Image quality can also be a problem.
Can be disorienting to manipulate transparencies on projector plate.
15:10 Introduce as above
Ask for additional points from the floor.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

31. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Preparing Transparencies
By hand, or
Computer application (eg. MS PowerPoint, MS Word, HTML documents)
Printing - colour or B/W
Printer (laser or inkjet), or
Photocopier
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

32. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Selecting Text
Avoid overcrowding
Avoid continuous prose
Bullet or numbered points preferred
KILLS
Keep It Legible, Lean and Simple
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

33. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Keep words to a minimum:
Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium.
NO SMOKING
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

34. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Tables are best avoided:
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

35. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Use Charts/Graphs instead:
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

36. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Choosing a Font
Size - minimum 20pt (5mm high)
Sans serif fonts preferred
Examples:
14 pt Tahoma
20 pt Tahoma
28 pt Tahoma
36 pt Tahoma
Times New Roman
Arial
Comic Sans
Check to ensure pax know what “serif” means.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

37. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Style Notes for Transparencies
Allow a margin of 5 cm (2”) all round.
Avoid TOO MUCH UPPERCASE TEXT
For emphasis, use bold or underlining instead of italics
Keep titles systematic and consistent
Justification - left or centred
Avoid light text on dark background.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning

38. Session 1 - Short Course in Basic Teaching Skills
OVERHEAD PROJECTOR
Beforehand
Get to the room early to make sure the OHP is working.
Check the aim and focus.
Walk to the back of the room to see whether the smallest print is readable.
Relax (if possible).
During the Lecture
Keep used and unused slides in separate piles.
Cover the slide with a piece of cardboard and slide it down to reveal text as you go.
Use a pen on the OHP glass rather than pointing to the screen.
DCU
Office of the Dean of Teaching and Learning
Office of the Dean of Teaching and Learning