So how do you plan to reach people? 90% of you said you plan to use PowerPoint. It’s a little known historical fact that PowerPoint was also used during the revolutionary period. Historians these days have many more tools at their hands, and recently they uncovered the following.
In July 1776, one of the signers of the Declaration of Independence, Samuel Chase, went back to his home state of Maryland, to provide people with information on the newly signed document and inspire them to join the cause. While riding his carriage back home, he sketched out his plans. Then he went to the capitol of Annapolis, borrowed a laptop and LCD, and shared this presentation.
Problems with this presentation: Doesn’t consider what the audience wants to hear Repetitive bullets Poor slide layout (pictures of Peyton Randolph, John Hancock, Henry Laurens, and Ben Franklin)
This presentation may inform, but it doesn’t motivate. When I did a session like this with NAF staff, I paused and did an exercise. I asked them each to ketch out a graphic that represents their presentation, or a sample slide. This was to get them out of the box of what they usually do, so they don’t become PowerPoint monkeys.
What’s a PowerPoint monkey?
A PowerPoint monkey is someone who uses the software without realizing it’s a tool—like flip charts or chalkboards. If you’re using PowerPoint, the last thing you should create is your slide. REPEAT.
You have a whole bunch of media available to you in the session. “Media” means different mediums of interacting with participants. There’s the audience. There’s you. There may be flip charts. Maybe you’re giving away handouts. People have pens and paper. And PowerPoint. It’s one tool of many. And it’s just a tool, like a chalkboard is to a classroom. With all these things going on in the room, don’t make it all about your slides. The first thing you should do is generate your ideas. Share what I did. Also, the following are some basic principles applicable to all slide presentations.
How’s this slide?
Or this? All in the same presentation. Slide after slide. If this is your presentation, don’t bother. Just give people a handout.
Take a look at an example from one of last year’s sessions.
Share this Don’t overload people’s visual channels. Make the picture clean and simple.
Here’s another example from last year. If you can’t get it in five seconds, there’s too much on it. Even if you talk through it, the listener can’t process both words and images effectively. People tend to try to figure out what’s in front of them, which means they won’t truly capture what you’re saying. Better to summarize in a clear way what these results were, and keep these tables in a report.
Here’s an example of a design that shows a point clearly and without a lot of visual overload.
Share this Don’t overload people’s visual channels. Make the picture clean and simple.
Just to repeat
But of course, you’re not going to want to do this. There are reasons why people do the basic bulleted PowerPoint slides. It takes a lot less time. It’s more difficult to think through the storyline you would like to relate in your session. And some of you are pretty confident that you do it well. But here are the reasons to think very critically and figure out how you can do the best presentation possible.
<ul><li>Before you sit: </li></ul><ul><li>Post your ideas on the flip charts </li></ul>WHAT TOPICS SHOULD NAF PRESENT IN 2011? WHAT WORKSHOPS HAVE YOU FOUND COMPELLING? WHAT WOULD YOU LIKE TO PRESENT? WHAT PRESENTATION METHODS HAVE YOU FOUND EFFECTIVE? ACADEMY STRUCTURE CURRICULUM & INSTRUCTION ADVISORY BOARD WORK-BASED LEARNING ACADEMY STRUCTURE CURRICULUM & INSTRUCTION ADVISORY BOARD WORK-BASED LEARNING Interested in Presenting in 2011?
Why We Seek Independence <ul><li>Objectives : </li></ul><ul><li>Describe the course of human events </li></ul><ul><li>Assert our right to revolution </li></ul><ul><li>Outline our grievances </li></ul><ul><li>Declare our independence </li></ul>
Why We Seek Independence <ul><li>The Course of Human Events : </li></ul><ul><li>It sometimes becomes necessary for one people to dissolve the political bands which have connected them with another </li></ul><ul><li>Let us declare the causes which impel us to this separation </li></ul>
Why We Seek Independence <ul><li>Our Right to Revolution : </li></ul><ul><li>Some self-evident truths </li></ul><ul><ul><li>We are created equal </li></ul></ul><ul><ul><li>We have unalienable rights </li></ul></ul><ul><ul><li>These rights are Life, Liberty, and the Pursuit of Happiness </li></ul></ul><ul><li>It is our right to abolish a govt. that abuses these rights </li></ul><ul><li>These rights must be compelling </li></ul><ul><li>The following is a list </li></ul>
Why We Seek Independence <ul><li>Grievances against the King : </li></ul><ul><li>He Has-- </li></ul><ul><li>Refused his Assent to Laws, the most wholesome and necessary for the public good. </li></ul><ul><li>Forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. </li></ul><ul><li>Refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. </li></ul><ul><li>Called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. </li></ul>
Why We Seek Independence <ul><li>Grievances against the King : </li></ul><ul><li>He has-- </li></ul><ul><li>Dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. </li></ul><ul><li>Refused for a long time, after such disolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. </li></ul><ul><li>Endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. </li></ul><ul><li>Obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers. </li></ul>
Why We Seek Independence <ul><li>Grievances against the King : </li></ul><ul><li>He has-- </li></ul><ul><li>Made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. </li></ul><ul><li>Erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance. </li></ul><ul><li>Kept among us, in times of peace, Standing Armies without the Consent of our legislatures. </li></ul><ul><li>Affected to render the Military independent of and superior to the Civil power. </li></ul>
Why We Seek Independence <ul><li>Grievances against the King : </li></ul><ul><li>He has-- </li></ul><ul><li>Combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: </li></ul><ul><li>For Quartering large bodies of armed troops among us: </li></ul><ul><li>For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: </li></ul><ul><li>For cutting off our Trade with all parts of the world: </li></ul><ul><li>For imposing Taxes on us without our Consent: </li></ul><ul><li>For depriving us in many cases, of the benefits of Trial by Jury: </li></ul><ul><li>For transporting us beyond Seas to be tried for pretended offences </li></ul><ul><li>For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies: </li></ul><ul><li>For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: </li></ul><ul><li>For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. </li></ul>
Why We Seek Independence <ul><li>Grievances against the King : </li></ul><ul><li>He has-- </li></ul><ul><li>Abdicated Government here, by declaring us out of his Protection and waging War against us. </li></ul><ul><li>Plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. </li></ul><ul><li>He is now transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. </li></ul><ul><li>Constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. </li></ul><ul><li>Excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. </li></ul>
Why We Seek Independence <ul><li>Declaring Our Independence : </li></ul><ul><li>These United Colonies are, and of Right ought to be Free and Independent States </li></ul><ul><li>They are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved </li></ul>
PLTW School District Agreement <ul><li>High School Program </li></ul><ul><li>Required Course Offerings . The Project Lead The Way® high school program (the “High School Program”) shall consist of a minimum of four (4) courses, each worth one (1) credit. The School District agrees that if it elects to implement the High School Program, it shall offer its students at least four (4) courses within a period of four (4) school years from the date that it commences the High School Program, and that such four (4) courses shall include Introduction to Engineering DesignTM (for New York State, Design and Drawing for ProductionTM), Principles of EngineeringTM, and Digital ElectronicsTM. In future years, PLTW, INC. may offer additional course options for schools to consider. </li></ul><ul><li>Concurrent Student Course Requirements . The School District agrees that a student’s concurrent enrollment in a college preparatory mathematics course shall be a prerequisite for a student’s enrollment in any High School Program course. The School District agrees to use its best efforts to ensure that students participating in the High School Program will, at a minimum, be capable of meeting a two-year college mathematics requirement by the end of their completion of the High School Program. Within this format, the School District agrees to follow the Project Lead The Way® curriculum and to meet Project Lead The Way® quality standards and practices. </li></ul>
PLTW School District Agreement cont. <ul><li>Program Identification </li></ul><ul><li>The School District shall use the “ Project Lead The Way® ” markings and identifying names and references on all program materials, course offerings and communications with faculty, students, officials and community constituents. PLTW, INC. will supply the School District with appropriate instructions and labels, markings and all other identifying material to facilitate the proper promotion of the Project Lead The Way® program. All press releases and other public pronouncements involving the Project Lead The Way® program shall be subject to the advanced approval of PLTW, INC. through the Project Lead The Way® State Leader. The School District agrees to reasonably promote and publicize the Project Lead The Way® program, and to retain its distinct character. </li></ul><ul><li>License to Use Curriculum Materials </li></ul><ul><li>A. Scope . PLTW, INC. grants to the School District a non-exclusive license to reproduce and use, to the extent authorized herein, curricula materials developed and/or used in connection with the Program, which may exist in printed and/or electronic form. The School District acknowledges that PLTW, INC. retains all rights and title to such materials. Any reproduction and use of these materials shall be strictly limited to the use by the School District for instruction to students of the School District and teacher training. The School District shall notify PLTW, INC. of any such reproduction or use. Any other use of such materials, including but not limited to commercial use shall be strictly prohibited. </li></ul><ul><li>B. Termination . The license granted hereunder shall cease upon the earliest to occur of: (i) the termination of this Agreement; or (ii) PLTW, INC. providing sixty (60) days written notice to the School District of its election to revoke the license. Upon termination of the license, all curriculum materials, including any reproduction thereof, shall be immediately returned to PLTW, INC., but in no event later than fifteen (15) days after the effective date of termination. </li></ul><ul><li>. </li></ul>
PLTW School District Agreement cont. <ul><li>Assessment of Results </li></ul><ul><li>Monitoring Results by School District . PLTW, INC. is committed to evaluating the effectiveness of its Program on an ongoing basis, for the benefit of its participating schools and their students. The School District shares this commitment and therefore agrees to follow the Project Lead The Way® systematic evaluation process and track the progress of each of its students throughout the student’s participation in the Program and also to conduct annual graduate follow-up surveys as organized through the systematic evaluation process. The School District agrees to permit sharing of the results of this work with PLTW, INC. and with other schools in a manner consistent with proper professional practices, student confidentiality and applicable laws, including FERPA. </li></ul><ul><li>Examinations . The School District agrees to administer (either electronically or in paper format) the written examination provided by PLTW, INC. to its students at the end of each High School Program course (excluding the Engineering Design and Development TM course). The School District shall, in accordance with the systematic evaluation process, submit a summary of the students’ test results to PLTW, INC. for its review. PLTW, INC. agrees that test scores shall be kept strictly confidential and shall only be used for purposes of monitoring the effectiveness of the Program. </li></ul><ul><li>Standards, Practices and Benefits </li></ul><ul><li>A. Access . The School District shall have access to all Program curricula and annual updates. In addition, the School District shall receive access to the Program electronic communication network, faculty development and seminars, special purchase/lease arrangements for hardware and software, college credit agreements and recognition of excellence for students, faculty, and school. </li></ul><ul><li>B. Quality Standards . The School District agrees to teach the students in the Program using the Program Curriculum as prepared by PLTW, INC. without modifications, and to maintain the quality standards specified in the Program Curriculum and Program practices at a level acceptable to PLTW, INC. Schools may exceed these minimum instructional requirements in order to enhance the Program. </li></ul><ul><li>C. College Certification . The School District agrees to complete the Project Lead The Way® College Certification process no later than the second year of each high school site’s participation in the Project Lead The Way® Program. </li></ul>
Slide Principles CLEAR and DRAMATIC NOT a document
Slide Principles NOT a document SAY the words, SHOW the picture CLEAR and DRAMATIC
Changes in Student Behavior Financial Literacy Certification Program <ul><li>Each year since 2005, there has been an increase in the percentage of students: </li></ul><ul><ul><li>Using budgets </li></ul></ul><ul><ul><li>Having bank accounts </li></ul></ul><ul><ul><li>Saving regularly </li></ul></ul><ul><ul><li>Setting financial goals </li></ul></ul><ul><ul><li>Talking about money with their parents </li></ul></ul><ul><ul><li>Comparing prices </li></ul></ul>
NOT a document SAY the words, SHOW the picture CLEAR and DRAMATIC