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13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
13. effective presentation skills for classroom
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13. effective presentation skills for classroom

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  • send me detail about IT and components of it.thnaks
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  • 1. USING POWER POINT FORCLASSROOMINSTRUCTIONS<br />
  • 2. GUIDELINES<br />BIG<br />PROGRESSIVE<br />SIMPLE<br />CONSISTENT<br />CLEAR<br />SUMMARY<br />
  • 3. MAKE IT BIG<br />
  • 4. MAKE IT BIG (TEXT)<br />THIS IS ARIAL 12<br />THIS IS ARIAL 18<br />THIS IS ARIAL 24<br />THIS IS ARIAL 32<br />THIS IS ARIAL 36<br />THIS IS ARIAL 44<br />
  • 5. MAKE IT BIG (TEXT)<br />THIS IS ARIAL 12<br />THIS IS ARIAL 18<br />THIS IS ARIAL 24<br />THIS IS ARIAL 32<br />THIS IS ARIAL 36<br />THIS IS ARIAL 44<br />Too Small<br />
  • 6. 2 m<br />MAKE IT BIG (HOW TO ESTIMATE)<br />LOOK AT IT FROM 2 METRES AWAY<br />
  • 7. KEEP IT SIMPLE<br />
  • 8. KEEP IT SIMPLE (TEXT)<br />Too manycolours<br />Too ManyFontsandStyles<br />HEADINGS SHOULD BE BOLD, CAPITAL AND UNDERLINED<br />THE 7 X 7 RULE<br />NO MORE THAN 7 LINES PER SLIDE<br />NO MORE THAN 7 WORDS PER LINE<br />
  • 9. KEEP IT SIMPLE (TEXT)<br />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.)<br />TOO DETAILED !<br />
  • 10. KEEP IT SIMPLE (TEXT)<br />INSTRUCTIONAL TECHNOLOGY:<br />A PROCESS<br />INVOLVING PEOPLE, PROCEDURES <br />&amp; TOOLS<br />FOR SOLUTIONS<br />TO PROBLEMS IN LEARNING<br />MUCH SIMPLER<br />
  • 11. AS PER ECONOMIC TIMES<br />TOO DETAILED !<br />
  • 12. AS PER ECONOMIC TIMES<br />Much Simpler<br />
  • 13. AS PER ECONOMIC TIMES<br />TOO DETAILED !<br />
  • 14. AS PER ECONOMIC TIMES<br />MUCH SIMPLER<br />
  • 15. KEEP IT SIMPLE (PICTURE)<br />ART WORK MAY DISTRACT YOUR TRAINEES<br /><ul><li> ARTISTRY DOES NOT SUBSTITUTE </li></ul> FOR CONTENT<br />
  • 16. KEEP IT SIMPLE (SOUND)<br />SOUND EFFECTS MAY DISTRACT TOO<br /><ul><li> USE SOUND ONLY WHEN </li></ul> NECESSARY<br />
  • 17. KEEP IT SIMPLE (TRANSITION)<br />THIS TRANSITION IS ANNOYING, NOT ENHANCING<br /><ul><li> &quot;APPEAR&quot; AND &quot;DISAPPEAR&quot; IS BETTER</li></li></ul><li>KEEP IT SIMPLE (ANIMATION)<br />2 m<br />TOO DISTRACTING !<br />
  • 18. 2 m<br />KEEP IT SIMPLE (ANIMATION)<br />SIMPLE &amp; TO THE POINT<br />
  • 19. Make It Clear<br />
  • 20. MAKE IT CLEAR (CAPITALISATION)<br />ALL CAPITAL LETTERS ARE EASY TO READ<br />Upper and lower case letters are difficult and some times not visible<br />
  • 21. SOME FONTS ARE DIFFICULT TO READ ON SCREEN<br />ARIEL &amp; SANSERIF FONTS ARE CLEARER<br />ITALICS ARE DIFFICULT TO READ ON SCREEN<br />NORMAL OR BOLD FONTS ARE CLEARER<br />UNDERLINES MAY SIGNIFY HYPERLINKS<br />INSTEAD, USE COLOURS TO EMPHASISE<br />MAKE IT CLEAR (FONTS)<br />
  • 22. MAKE IT CLEAR (NUMBERS)<br />USE NUMBERS ONLY FOR LISTS WITH SEQUENCE<br />FOR EXAMPLE:<br />HOW TO PUT AN ELEPHANT INTO A FRIDGE?<br />1. OPEN THE DOOR OF THE FRIDGE<br />2. PUT THE ELEPHANT IN<br />3. CLOSE THE DOOR<br />
  • 23. MAKE IT CLEAR (NUMBERS)<br />HOW TO PUT A GIRAFFE INTO A FRIDGE?<br />1. OPEN THE DOOR OF THE FRIDGE<br />2. TAKE OUT THE ELEPHANT<br />3. PUT THE GIRAFFE IN<br />4. CLOSE THE DOOR<br />
  • 24. MAKE IT CLEAR (BULLETS)<br />USE BULLETS TO SHOW A LIST WITHOUT<br />PRIORITY<br />SEQUENCE<br />HIERARCHY, …..<br />
  • 25. MAKE IT CLEAR (COLOURS)<br />USE CONTRASTING COLOURS <br />LIGHT ON DARK VS DARK ON LIGHT<br />USE COMPLEMENTARY COLOURS<br />RECOMMENDED<br />YELLOW /WHITE LETTERS OVER BLUE BACK-GROUND<br />WHITE LETTERS OVER BLACK BACK-GROUND<br />
  • 26. USE CONTRASTING COLOURS<br />LIGHT ON DARK VS DARK ON LIGHT<br />USE COMPLEMENTARY COLOURS<br />low contrast<br />high contrast<br />MAKE IT CLEAR (CONTRAST)<br />
  • 27. MAKE IT CLEAR (COMPLEMENT)<br />USE CONTRASTING COLOURS<br /><ul><li>LIGHT ON DARK VS DARK ON LIGHT
  • 28. USE COMPLEMENTARY COLOURS</li></ul>THESE COLOURS DO NOT COMPLEMENT<br />
  • 29. MAKE IT CLEAR (COMPLEMENT)<br />Use contrasting colours<br /><ul><li>Light on dark vs dark on light
  • 30. Use complementary colours</li></ul>These colours complement<br />
  • 31. MAKE IT CLEAR (SIZE)<br />SIZE IMPLIES IMPORTANCE<br />
  • 32. MAKE IT CLEAR (SIZE)<br />SIZE IMPLIES IMPORTANCE<br />
  • 33. BE PROGRESSIVE<br />
  • 34. TYPES OF INSTRUCTIONAL TOOLS<br />Discovery<br />Learning<br />Individual<br />Constructive<br />Tools<br />Social<br />Constructive<br />Tools<br />TOO MANY IN ONE GO!<br />Informational Tools<br />Guided<br />Inquiry<br />Individual<br />Instructive<br />Tools<br />Social<br />Communicative<br />Tools<br />Mode of Instruction<br />Direct<br />Instruction<br />Individual<br />Pair<br />Group<br />Complexity of Interactions<br />
  • 35. TYPES OF INSTRUCTIONAL TOOLS<br />Individual<br />Constructive<br />Tools<br />Social<br />Constructive<br />Tools<br />Discovery<br />Learning<br />Informational Tools<br />Guided<br />Inquiry<br />Mode of Instruction<br />Individual<br />Instructive<br />Tools<br />Social<br />Communicative<br />Tools<br />PROGRESSIVE &amp; THUS FOCUSED<br />Direct<br />Instruction<br />Individual<br />Pair<br />Group<br />Complexity of Interactions<br />
  • 36. BE CONSISTENT<br />
  • 37. BE CONSISTENT<br />DIFFERENCES DRAW ATTENTION<br />DIFFERENCES MAY IMPLY IMPORTANCE<br />USE SURPRISES TO ATTRACT NOT DISTRACT<br />
  • 38. BE CONSISTENT<br /><ul><li>DIFFERENCES DRAW ATTENTION</li></ul>DIFFERENCES MAY IMPLY IMPORTANCE<br />USE SURPRISES TO ATTRACT NOT DISTRACT<br />This tick draws attention<br />
  • 39. <ul><li>DIFFERENCES DRAW ATTENTION
  • 40. DIFFERENCES MAY IMPLY IMPORTANCE
  • 41. USE SURPRISES TO ATTRACT NOT DISTRACT</li></ul>THESE DIFFERENCES DISTRACT!<br />BE CONSISTENT<br />
  • 42. DIFFERENCES DRAW ATTENTION<br /><ul><li>DIFFERENCES MAY IMPLY IMPORTANCE</li></ul>USE SURPRISES TO ATTRACT NOT DISTRACT<br />This implies importance<br />BE CONSISTENT<br />
  • 43. DIFFERENCES DRAW ATTENTION<br /><ul><li>DIFFERENCES MAY IMPLY IMPORTANCE</li></ul>USE SURPRISES TO ATTRACT NOT DISTRACT<br />CONFUSING DIFFERENCES!<br />BE CONSISTENT<br />
  • 44. DIFFERENCES DRAW ATTENTION<br />DIFFERENCES MAY IMPLY IMPORTANCE<br />USE SURPRISES TO ATTRACT NOT DISTRACT<br />THESE DISTRACT!<br />BE CONSISTENT<br />
  • 45. IN SUMMARY<br />BIG<br />SIMPLE<br />CLEAR<br />PROGRESSIVE<br />CONSISTENT<br />
  • 46. ANY QUESTIONS ?<br />
  • 47. PLEASE REMEMBER!!!!!<br />COMMUNICATION IS THE KEY<br />TEXT TO SUPPORT THE COMMUNICATION<br />PICTURES TO SIMPLIFY COMPLEX CONCEPTS<br />ANIMATIONS FOR COMPLEX RELATIONSHIPS<br />VISUALS TO SUPPORT, NOT TO DISTRACT<br />SOUNDS ONLY WHEN ABSOLUTELY NECESSARY<br />

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