PowerPoint as an  Interactive Teaching Tool By Geoffrey Cain
A Prelude The real danger is not that computers will begin to think like men, but that men will begin to think like computers.    - Sydney J. Harris
The Problem Breaks thoughts up into  discreet entities  Does not present the whole picture A single tool used to solve all problems Typically, too much information given on each slide Overly simplifies information Passive delivery model (creates an “audience” instead of a class) Temptation to use distracting sounds and animation Encourages the use of general headings instead of descriptions of real problems Presenters tend to read off the slides and turn their backs to the “audience” Too many  bullet points  – not enough information
Then Why Use Powerpoint? To express the organization of thoughts; not impose an organization To create opportunities for interactivity To deliver multimodal learning content
Opening Slides: Take a moment to reflect on your experience of PowerPoint. Think of a negative example and a positive example and share with your neighbor and the class.
Problem-Solving Slides: Slide  contains a question and the answer  is left blank for the students to answer.
Non-Linear PowerPoint Slides Three categories that are best  understood together. Related information
Focusing Activity Slides Think about how you might apply what you have learned today in your particular discipline.  List as many characteristics of a good lecture that you can.
Questioning Slides: Questions?  Come up with one test question based on this lecture to stump your partner.
The Blank Slide
The Game Slide Jeopardy
Mnemonic Visual Slides Illustrations , animations, visuals, and sounds should be used sparingly and only to reinforce the lesson.
Final Thoughts… Powerpoint is a visual medium. It is used most effectively as an aid for your students. Use dense handouts or text books, and use ppt to outline or process the information.

PowerPoint as an Interactive Teaching Tool

  • 1.
    PowerPoint as an Interactive Teaching Tool By Geoffrey Cain
  • 2.
    A Prelude Thereal danger is not that computers will begin to think like men, but that men will begin to think like computers.  - Sydney J. Harris
  • 3.
    The Problem Breaksthoughts up into discreet entities Does not present the whole picture A single tool used to solve all problems Typically, too much information given on each slide Overly simplifies information Passive delivery model (creates an “audience” instead of a class) Temptation to use distracting sounds and animation Encourages the use of general headings instead of descriptions of real problems Presenters tend to read off the slides and turn their backs to the “audience” Too many bullet points – not enough information
  • 4.
    Then Why UsePowerpoint? To express the organization of thoughts; not impose an organization To create opportunities for interactivity To deliver multimodal learning content
  • 5.
    Opening Slides: Takea moment to reflect on your experience of PowerPoint. Think of a negative example and a positive example and share with your neighbor and the class.
  • 6.
    Problem-Solving Slides: Slide contains a question and the answer is left blank for the students to answer.
  • 7.
    Non-Linear PowerPoint SlidesThree categories that are best understood together. Related information
  • 8.
    Focusing Activity SlidesThink about how you might apply what you have learned today in your particular discipline. List as many characteristics of a good lecture that you can.
  • 9.
    Questioning Slides: Questions? Come up with one test question based on this lecture to stump your partner.
  • 10.
  • 11.
  • 12.
    Mnemonic Visual SlidesIllustrations , animations, visuals, and sounds should be used sparingly and only to reinforce the lesson.
  • 13.
    Final Thoughts… Powerpointis a visual medium. It is used most effectively as an aid for your students. Use dense handouts or text books, and use ppt to outline or process the information.

Editor's Notes

  • #2 At a minimum, a presentation format should do no harm to content. Yet again and again we have seen that the PP cognitive style routinely disrupts, dominates, and trivializes content. Thus PP presentations too often resemble the school play: very loud, very slow, and very simple. (Edward R. Tufte, The Cognitive Style of PowerPoint, 22) Who is Tufte? The following techniques are not meant to replace your current use of PowerPoint as an information delivery tool, slide show, etc. These techniques are meant to apply principles of interactive teaching that you probably already use in your lectures or your class activities. These slide suggestions are meant to help you prevent the computer from interfering with your teaching.