STEP AWAY FROM THE BULLET POINTS

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STEP AWAY FROM THE BULLET BOINTS! Tips, Tricks, and Tools for Overcoming Death by PowerPoint

Want to learn how to create engaging, compelling presentations? Join two self-professed PowerPoint snobs as we share our insider tips on the technology you need, the platforms you can use, and the sources that will help you become a presentation rock star, turning your classroom into a model of presentation power.

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STEP AWAY FROM THE BULLET POINTS

  1. 1. hello.
  2. 2. POWERPOINT SNOBS
  3. 3. FIND YOUR Style
  4. 4. 1. Meta tips
  5. 5. You  need    more  slides  than  you  think  you  do. do. You need WAY more slides than you think you
  6. 6. Rehearse like a rock star.
  7. 7. Look at the audience, not the screen.
  8. 8. Start with a clean slate.
  9. 9. On your ribbon, select “view.”
  10. 10. Now select “slide master.”
  11. 11. Edit or {preferably} delete all of this stuff.
  12. 12. Avoid templates.
  13. 13. Avoid templates. Even especially cute ones.
  14. 14. They scream amateur and, more importantly,
  15. 15. ! They don’t leave enough space for your message.
  16. 16. HIGH TECH YOUR HAND OUTS
  17. 17. Would you like a handout? http://bit.ly/betterpres
  18. 18. Theoretical Underpinnings of the Parallel Curriculum Model Curriculum design should….. ! Respect the unique characteristics of the learner; ! Be organized around the structure of knowledge; ! Reflect content selection and procedures that will help maximize the transfer of knowledge, understanding, and skill; ! Select content (representative topics) that best represent the essential structure of the discipline; and ! Place a premium on the development of process skills, the appropriate use of methodology within content fields, and consider goals or outcomes in terms of concrete and abstract products. Effective Curriculum for All Learners •  Has a clear focus on the essential facts, understandings, and skills that professionals in that discipline value most •  Provide opportunities for students to develop in-depth understanding •  Is organized to ensure that all student tasks are aligned with the goals of in-depth understanding •  Is coherent (organized, unified, sensible) to the student •  Is mentally and affectively engaging to the learner •  Recognizes and supports the need of each learner to make sense of ideas and information, reconstructing older understandings with new ones •  Is joyful-or at least satisfying •  Provides choices for the learner •  Allows meaningful collaboration Effective Curriculum for All Learners •  Is focused on products (sometimes students make or do) that matter to students •  Connects with students lives and worlds •  Is fresh and surprising •  Seems real, purposeful, useful to students •  Is rich •  Deals with profound ideas •  Calls on students to use what they learn in interesting and important ways •  Aids students in developing a fruitful consciousness of their thinking •  Helps learners monitor and adapt their ways of working to ensure competent approaches to problem solving •  Involves students in setting goals for their learning and assessing their progress toward those goals •  Stretches the student Ascending Levels of Intellectual Demand Take Into Consideration Students ……. •  •  •  •  •  •  •  Cognitive abilities Prior knowledge Schema Opportunities to learn Learning rate Developmental differences Levels of abstraction Ascending Levels of Demand Ascending levels of intellectual demand is the process that escalates one or more facets of the curriculum in order to match a learner s profile and provide appropriate challenge and pacing. Prior knowledge and opportunities, existing scheme, and cognitive abilities are major attributes of a learner s profile. Teachers reconfigure one or more curriculum components in order to ensure that students are working in their zone of optimal development. Why Provide Ascending Levels of Intellectual Demand? • To honor differences among students • To address varying levels of prior knowledge, varying opportunities, and cognitive abilities • To ensure optimal levels of academic achievement • To support continuous learning • To ensure intrinsic motivation • To provide appropriate levels of challenge
  19. 19. bit.ly/tagt2013.qrcode
  20. 20. Google ! Drive
  21. 21. edu.flipsnack.com
  22. 22. 3. Text rules.
  23. 23. Avoid too much text. No exceptions.
  24. 24. Three  things  you  must  keep  in  mind:           • Pacing:  You’ve  got  allow  proper  pacing  of  GT  learners  through  the  Standards.    Students  may   be  working  at  much  higher  level  of  standards  and/or  capable  of  progressing  through  more   than  one  grade  level  in  a  single  school  year.    Flexible  pacing  is  key.   ! • Differentiation:    It’s  got  to  happen.    The  complexity  of  work  must  be  greater  with  the  GT   students.    Creativity  must  be  included  in  the  rubric.    Problem-­‐based  learning  can  work  with   both  of  these.   ! • Curriculum  Openness:  The  curriculum  should  not  be  limited  by  content  area.  GT  students   can  and  should  work  across  the  curriculum,  seamlessly  blending  all  content  areas.    One  of   their  greatest  strengths  is  the  ability  to  see  the  interconnectedness  of  ideas  and  theories,   and  this  should  be  encouraged. This is not a presentation.   This is a picture of a document.
  25. 25. Your brain can only hold so much at one time.
  26. 26. Respect working memory limits.
  27. 27. 
 Resistance is futile.
  28. 28. 
 make sure your text is not too .
 small
  29. 29. Size matters. Go big or go home.
  30. 30. 4
  31. 31. I FONTS
  32. 32. GOOD FONTS
  33. 33. AA SERIF SANS-SERIF
  34. 34. Helvetica Neue LIGHT THIN ULTRALIGHT BOLD
  35. 35. Comic Sans
  36. 36. [TOP SEC RET ]
  37. 37. The! Medium! is the! Message.
  38. 38. REMEMBER: Goldilocks
  39. 39. FOCUS ON R EA DAB ILITY
  40. 40. “Because I had dropped out and didn’t have to take the normal classes,
  41. 41. I decided to take a calligraphy class…
  42. 42. I learned about serif and san serif typefaces,
  43. 43. about varying the amount of S P A Cletter E between different combinations
  44. 44. about what makes great typography GREAT.
  45. 45. It was beautiful, historical, artistically subtle in a way that science can’t capture, and I found it fascinating. - Steve Jobs
  46. 46. WHAT THE Font myfonts.com/WhatTheFont
  47. 47. myfonts.com/WhatTheFont
  48. 48. FORM LINE COLOR SCALE FONT
  49. 49. 5. DRENCH YOUR SLIDES IN QUALITY IMAGES.
  50. 50. And make them fill the slide or touch on at least three sides.
  51. 51. If a picture is worth 1,000 words, make sure you say something. like mr. ed here.
  52. 52. High quality images are not the icing on the cake. They are the cake.
  53. 53. Use only copyright/royalty free images or get permission.
  54. 54. T he same applies to your students.
  55. 55. They should not be using images found here.
  56. 56. We’ve got great suggestions for finding quality, free images in our handout.
  57. 57. match images with ideas

  58. 58. 
 don’t just use some random picture because it’s yummy.
  59. 59. ! It takes a really good image to be better than none.
  60. 60. Embed videos. It’s not that hard.
  61. 61. customize links.
  62. 62. this: 
 
 http://bit.ly/lincolnwhy

  63. 63. not  this: 
 
 
 http://www.cnn.com/2013/11/19/ us/gettysburg-address-quotablefacebook/index.html?hpt=hp_bn1
  64. 64. pechakucha.org
  65. 65. igniteshow.com
  66. 66. drive.google.com
  67. 67. drive.google.com
  68. 68. drive.google.com
  69. 69. Keynote
  70. 70. icloud.com
  71. 71. Keynote Remote
  72. 72. REMEMBER: PowerPoint does NOT have to be PAINFUL.      
  73. 73. Credit  Love Eye:  iStock  -­‐  1399686_21236547   Munch,  The  Scream:  This  image  is  in  the  public  domain   in  the  United  States.   Borg:  Marcin  Wichary,  via  Flickr   Surfer:  Shalom  Jacobovitz,  Wikimedia   Water:  iStock  –  000009295243   Cupcake:  iStock_000003327512   Pancakes:  iStock_000020695852   If  not  specified,  images  are  from  Morguefile  &  Sxc.hu
  74. 74. CIS-808

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