3x3 slides with instructions information and samples
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For Class 3, GRAD8101
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3x3 slides with instructions information and samples
- 1. Learning before Teaching Ilene D. Alexander, PhD Center for Teaching & Learning University of Minnesota
- 2. Learning provokes: significant changes in individuals, groups, organisations & society
- 3. Lifelong Learning: 5 years & 50 years Lifewide Learning: work & home, public & personal
- 4. Multicultural Learning & Teaching Is Everyone’s Every Day Work. All photos by Ilene Alexander Period.
- 5. Lisa – 3x3 MiniteachingLisa – 3x3 Miniteaching
- 8. Me (Teacher) You (Learner) Facilitator Supportive Encouraging Motivating Challenging Active Engaged Participant Curious Supportive
- 9. Katie
- 10. TEACHER Leader and guide Hold high standards STUDENT Active participant Willing to engage
- 11. LECTURE IN-CLASS ACTIVITIES PROBLEM SOLVING GROUP PROBLEM SOLVING
- 13. Nick
- 14. Picture by Slices of Light (Flickr) Why would anyone want to study chemistry? Chemistry is about fundamentals: matter and change You’ll need to recognize different concepts And assemble a scientific language Video from AMC’s Breaking Bad
- 15. This is the reaction of samarium metal with air Picture by Cyberchemist (Flickr) What are the products? What is the change in free energy for the reaction? What are the properties of samarium? What are possible uses for samarium in research? What are the reactants?
- 16. Picture by Tobi Abel (Flickr) Chemistry is not done alone… Other scientists can: Collaborations are what will change the world! Present unique insights Provide instruction in new topics Evaluate your work Offer expertise in unfamiliar fields
- 17. Aaron
- 18. Ownership of learning "The only thing that interferes with my learning is my education." - Albert Einstein How will you use the content of this course in your everyday life?
- 19. Career-focused, academic literature Discuss: Describe the ways in which primary literature will be critical to your functioning as a scientist.
- 20. Informed Citizenry Discuss: Ways to incorporate scientific knowledge into your lives and the importance of doing so.
Editor's Notes
- Create a title slide – this isn’t part of your 3x3 but will identify your slide amongst the others created for the class. NOTE: Use the notes field as the place to include your presentation notes – essential messages and resources, but also talking points that will guide your extemporaneous presentation that these slides supplement. Tips for typeface, et cetera: SansSerif typeface – for example here Arial rather than Palatino and Futura rather than Times Headlines – 40 to 85 point; in other words, big; summarize key idea on slide Body Text – 20 – 30 point is best; six words per bullet point as a max; six lines as a max; convey ideas Also, the notes field is a good place to cite, provide an attribution for any image – graphic, illustration, figure, drawing, smart art, or photo – that someone else has created and you use in the slide deck. The minimum practice would be to include either: + url for the page on which you found the photo, or + name of photographer plus the URL.
- Here’s what Garr Reynolds says about creating slides to support learning: Narrative: http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf, and Remade slides: http://www.slideshare.net/garr/sample-slides-by-garr-reynolds. Computer presentations should not contain full paragraphs of text. Use a bulleted list or outline format and elaborate on the points in your talk. Use contrasting colors - either a dark background with light text or a light background with dark text. Avoid busy backgrounds that will make the text hard to read. Keep the background simple. AVOID ALL CAPS! All caps look like you're shouting. Include a good combination of words, pictures, and graphics. Variety keeps the presentation interesting.
- Select images and words that let you convey a core idea. What you don’t want to be doing: Reading from the slide– let set stage for your extemporaneous presentation of ideas Talking to the screen rather than making use of eye contact and gestures to interact with the audience. Rush through a number of slides to make one central point – dwell on one slide or animate a few slides in order to present multiple points
- Use animations only if they help in making a point. Free, fair use images can be found via Flickr - http://www.flickr.com/creativecommons/ On that page, the 3 starting places for "free fair" use are these: Attribution, Non-Commercial: http://www.flickr.com/creativecommons/by-nc-2.0/ Attribution, Non-Comm, ShareAlike: http://www.flickr.com/creativecommons/by-nc-sa-2.0/ Attribution, ShareAlike: http://www.flickr.com/creativecommons/by-sa-2.0 Here are a few quick “how tos” for downloading photo you find in the fair use/share sections to your computer (both from Flickr help): 1. Select the photo and open the actions menu, then click the '"View all Sizes" link inside the menu. On the next page, choose the size you want to download and click the link in the "Download" section. Bear in mind, you may not have permission to download the original file so you will not see "View all Sizes" in the actions menu or the "Download" section on the "All sizes" page of every photo. With Flickr you can only download one at a time. 2. Once on a page with the single image you want to use, click or right click on the photo. Near the top of a new page you’ll see a list of images sizes, click on the required size. Then, just above the photo, click the link to Download the whatever size you’ve selected” of this photo3. Or Click 'Actions' above the photo and select 'All Sizes'. Choose the size you want to download and either right click or click download. , To cite/attribute the photo – the minimum practice would be to include either of these approaches + url for the page on which you found the photo + name of photographer plus the URL Feel free to contact me if you have questions about how to download a Flickr photo you find.
- Maybe thinking about the best team-/group-/lab-based learning experiences you’ve had – and what made those work in terms of learning and doing and creating together –alongside the 400-person course also in your head would be a way to find a mid-point for thinking about that PUI course to create.
- Deep vs. surface learning Depends on students restructuring their brains! Babies work ALL the time, making new neural connections: understanding & remembering is very similar Learning a new language – chemistry!
- Lecture: introduce concepts, lay groundwork. Science/studies tell us there is a better way to learn than lecture! Lots of practice! Jackie Chan example (can’t learn martial arts by binge watching Jackie Chan movies over the weekend) Together, these pieces will help them apply their knowledge to the course objectives
- Expectations/role for them and also for me! Effort on both our parts in order for this to be a success! Teaching Learning Might these be the headers – less about naming the “role’ and more about naming the actions that the actors will be taking on.