13. effective presentation skills for classroom

USING POWER POINT FORCLASSROOMINSTRUCTIONS,[object Object]

GUIDELINES,[object Object],BIG,[object Object],PROGRESSIVE,[object Object],SIMPLE,[object Object],CONSISTENT,[object Object],CLEAR,[object Object],SUMMARY,[object Object]

MAKE IT BIG (TEXT),[object Object],THIS IS ARIAL 12,[object Object],THIS IS ARIAL 18,[object Object],THIS IS ARIAL 24,[object Object],THIS IS ARIAL 32,[object Object],THIS IS ARIAL 36,[object Object],THIS IS ARIAL 44,[object Object]

MAKE IT BIG (TEXT),[object Object],THIS IS ARIAL 12,[object Object],THIS IS ARIAL 18,[object Object],THIS IS ARIAL 24,[object Object],THIS IS ARIAL 32,[object Object],THIS IS ARIAL 36,[object Object],THIS IS ARIAL 44,[object Object],Too Small,[object Object]

2 m,[object Object],MAKE IT BIG (HOW TO ESTIMATE),[object Object],LOOK AT IT FROM 2 METRES AWAY,[object Object]

KEEP IT SIMPLE,[object Object]

KEEP IT SIMPLE (TEXT),[object Object],Too manycolours,[object Object],Too ManyFontsandStyles,[object Object],HEADINGS SHOULD BE BOLD, CAPITAL AND UNDERLINED,[object Object],THE 7 X 7 RULE,[object Object],NO MORE THAN 7 LINES PER SLIDE,[object Object],NO MORE THAN 7 WORDS PER LINE,[object Object]

KEEP IT SIMPLE (TEXT),[object Object],INSTRUCTIONAL TECHNOLOGY:A COMPLEX INTEGRATED PROCESS INVOLVING PEOPLE, PROCEDURES, IDEAS, DEVICES, AND ORGANIZATION, FOR ANALYZING PROBLEMS AND DEVISING, IMPLEMENTING, EVALUATING, AND MANAGING SOLUTIONS TO THOSE PROBLEMS IN SITUATIONS IN WHICH LEARNING IS PURPOSIVE AND CONTROLLED(HMRS 5TH ED.),[object Object],TOO DETAILED !,[object Object]

KEEP IT SIMPLE (TEXT),[object Object],INSTRUCTIONAL TECHNOLOGY:,[object Object],A PROCESS,[object Object],INVOLVING PEOPLE, PROCEDURES ,[object Object],& TOOLS,[object Object],FOR SOLUTIONS,[object Object],TO PROBLEMS IN LEARNING,[object Object],MUCH SIMPLER,[object Object]

AS PER ECONOMIC TIMES,[object Object],TOO DETAILED !,[object Object]

AS PER ECONOMIC TIMES,[object Object],Much Simpler,[object Object]

AS PER ECONOMIC TIMES,[object Object],MUCH SIMPLER,[object Object]

KEEP IT SIMPLE (PICTURE),[object Object],ART WORK MAY DISTRACT YOUR TRAINEES,[object Object],[object Object], FOR CONTENT,[object Object]

KEEP IT SIMPLE (SOUND),[object Object],SOUND EFFECTS MAY DISTRACT TOO,[object Object],[object Object], NECESSARY,[object Object]

KEEP IT SIMPLE (TRANSITION),[object Object],THIS TRANSITION IS ANNOYING, NOT ENHANCING,[object Object],[object Object],[object Object]

2 m,[object Object],KEEP IT SIMPLE (ANIMATION),[object Object],SIMPLE & TO THE POINT,[object Object]

MAKE IT CLEAR (CAPITALISATION),[object Object],ALL CAPITAL LETTERS ARE EASY TO READ,[object Object],Upper and lower case letters are difficult and some times not visible,[object Object]

SOME FONTS ARE DIFFICULT TO READ ON SCREEN,[object Object],ARIEL & SANSERIF FONTS ARE CLEARER,[object Object],ITALICS ARE DIFFICULT TO READ ON SCREEN,[object Object],NORMAL OR BOLD FONTS ARE CLEARER,[object Object],UNDERLINES MAY SIGNIFY HYPERLINKS,[object Object],INSTEAD, USE COLOURS TO EMPHASISE,[object Object],MAKE IT CLEAR (FONTS),[object Object]

MAKE IT CLEAR (NUMBERS),[object Object],USE NUMBERS ONLY FOR LISTS WITH SEQUENCE,[object Object],FOR EXAMPLE:,[object Object],HOW TO PUT AN ELEPHANT INTO A FRIDGE?,[object Object],1. OPEN THE DOOR OF THE FRIDGE,[object Object],2. PUT THE ELEPHANT IN,[object Object],3. CLOSE THE DOOR,[object Object]

MAKE IT CLEAR (NUMBERS),[object Object],HOW TO PUT A GIRAFFE INTO A FRIDGE?,[object Object],1. OPEN THE DOOR OF THE FRIDGE,[object Object],2. TAKE OUT THE ELEPHANT,[object Object],3. PUT THE GIRAFFE IN,[object Object],4. CLOSE THE DOOR,[object Object]

MAKE IT CLEAR (BULLETS),[object Object],USE BULLETS TO SHOW A LIST WITHOUT,[object Object],PRIORITY,[object Object],SEQUENCE,[object Object],HIERARCHY, …..,[object Object]

MAKE IT CLEAR (COLOURS),[object Object],USE CONTRASTING COLOURS ,[object Object],LIGHT ON DARK VS DARK ON LIGHT,[object Object],USE COMPLEMENTARY COLOURS,[object Object],RECOMMENDED,[object Object],YELLOW /WHITE LETTERS OVER BLUE BACK-GROUND,[object Object],WHITE LETTERS OVER BLACK BACK-GROUND,[object Object]

USE CONTRASTING COLOURS,[object Object],LIGHT ON DARK VS DARK ON LIGHT,[object Object],USE COMPLEMENTARY COLOURS,[object Object],low contrast,[object Object],high contrast,[object Object],MAKE IT CLEAR (CONTRAST),[object Object]

MAKE IT CLEAR (COMPLEMENT),[object Object],USE CONTRASTING COLOURS,[object Object],[object Object]

USE COMPLEMENTARY COLOURSTHESE COLOURS DO NOT COMPLEMENT,[object Object]

MAKE IT CLEAR (COMPLEMENT),[object Object],Use contrasting colours,[object Object],[object Object]

Use complementary coloursThese colours complement,[object Object]

MAKE IT CLEAR (SIZE),[object Object],SIZE IMPLIES IMPORTANCE,[object Object]

BE PROGRESSIVE,[object Object]

TYPES OF INSTRUCTIONAL TOOLS,[object Object],Discovery,[object Object],Learning,[object Object],Individual,[object Object],Constructive,[object Object],Tools,[object Object],Social,[object Object],Constructive,[object Object],Tools,[object Object],TOO MANY IN ONE GO!,[object Object],Informational Tools,[object Object],Guided,[object Object],Inquiry,[object Object],Individual,[object Object],Instructive,[object Object],Tools,[object Object],Social,[object Object],Communicative,[object Object],Tools,[object Object],Mode of Instruction,[object Object],Direct,[object Object],Instruction,[object Object],Individual,[object Object],Pair,[object Object],Group,[object Object],Complexity of Interactions,[object Object]

TYPES OF INSTRUCTIONAL TOOLS,[object Object],Individual,[object Object],Constructive,[object Object],Tools,[object Object],Social,[object Object],Constructive,[object Object],Tools,[object Object],Discovery,[object Object],Learning,[object Object],Informational Tools,[object Object],Guided,[object Object],Inquiry,[object Object],Mode of Instruction,[object Object],Individual,[object Object],Instructive,[object Object],Tools,[object Object],Social,[object Object],Communicative,[object Object],Tools,[object Object],PROGRESSIVE & THUS FOCUSED,[object Object],Direct,[object Object],Instruction,[object Object],Individual,[object Object],Pair,[object Object],Group,[object Object],Complexity of Interactions,[object Object]

BE CONSISTENT,[object Object],DIFFERENCES DRAW ATTENTION,[object Object],DIFFERENCES MAY IMPLY IMPORTANCE,[object Object],USE SURPRISES TO ATTRACT NOT DISTRACT,[object Object]

BE CONSISTENT,[object Object],[object Object],DIFFERENCES MAY IMPLY IMPORTANCE,[object Object],USE SURPRISES TO ATTRACT NOT DISTRACT,[object Object],This tick draws attention,[object Object]

DIFFERENCES MAY IMPLY IMPORTANCE

USE SURPRISES TO ATTRACT NOT DISTRACTTHESE DIFFERENCES DISTRACT!,[object Object],BE CONSISTENT,[object Object]

DIFFERENCES DRAW ATTENTION,[object Object],[object Object],USE SURPRISES TO ATTRACT NOT DISTRACT,[object Object],This implies importance,[object Object],BE CONSISTENT,[object Object]

DIFFERENCES DRAW ATTENTION,[object Object],[object Object],USE SURPRISES TO ATTRACT NOT DISTRACT,[object Object],CONFUSING DIFFERENCES!,[object Object],BE CONSISTENT,[object Object]

DIFFERENCES DRAW ATTENTION,[object Object],DIFFERENCES MAY IMPLY IMPORTANCE,[object Object],USE SURPRISES TO ATTRACT NOT DISTRACT,[object Object],THESE DISTRACT!,[object Object],BE CONSISTENT,[object Object]

13. effective presentation skills for classroom

13. effective presentation skills for classroom

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13. effective presentation skills for classroom