And then of course there is Edward Tufte's piece, "Powerpoint is Evil" (http://www.wired.com/wired/archive/11.09/ppt2.html)
James -----Original Message----- >From: Maxine Atkinson <[EMAIL PROTECTED]> >Sent: Jun 12, 2006 9:08 AM >To: [EMAIL PROTECTED] >Cc: [email protected] >Subject: TEACHSOC: Re: Effectively using PowerPoint > > > >Here is a quick article that I think summarizes some good practices with power >point. > >http://www.ncsu.edu/effective_teaching/Columns/PowerPoint.pdf > >Maxine Atkinson > >-----Original Message----- >From: "Michael Johnston" <[EMAIL PROTECTED]> >To: "'teachsoc'" <[email protected]> >Date: Mon, 12 Jun 2006 06:56:25 -0700 >Subject: TEACHSOC: Effectively using PowerPoint > > >------=_NextPart_000_0005_01C68DED.541E1120 >Content-Type: text/plain > >Dear Jack, Marty, and others, > >Could you share some tips with us that you personally have found >effective and a brief description of why? > >One tip that I have heard regularly is "Don't put large sections of text >into PowerPoint." The argument is that the teacher then just ends up >reading, which is even worse than lecturing. This is generally correct. >BUT, this can be effective if used sparingly and appropriately. For >example, I know an instructor who assigns text by Weber. What he does >is to include a few slides with actual text, text that is very hard to >understand, and then explains how to read this text. The benefits to >this approach are multiple: (1) everyone is on the same page, even if >they forgot their book; (2) it takes less time to get everyone at the >right place in the text; (3) keywords can be highlighted and easily >pointed out; (4) instruction is layered with additional anchors beyond >books and the instructor's voice - the PowerPoint Slide and the >instructor's body movement as they point to certain keywords, etc. (5) >questions about particular sections of the text are more widely >understood by the class because the instructor can quickly and easily >point to the relevant text (6) more anchors facilitates the instructor >to lecture at more abstract levels > >I'm looking forward to hearing more tips from others! > >Best wishes, >Michael > >-----Original Message----- >From: [email protected] [mailto:[EMAIL PROTECTED] On >Behalf Of Jack Estes >Sent: Monday, June 12, 2006 4:38 AM >To: Marty Schwartz; teachsoc >Subject: TEACHSOC: Re: lousy lecturing > >I agree that PowerPoint can be a powerful tool in the classroom if it's >not abused. We have workshops all the time in EFFECTIVE use of >PowerPoint, not only for business classes but for anyone. I think >they' >Maxine P. Atkinson, Ph.D. >Director, N.C. State's First Year Inquiry Seminar Program > Division of Undergraduate Academic Programs, and >Associate Professor of Sociology >North Carolina State University >email: [EMAIL PROTECTED] >phone: 919 515 9001 > >> ------ James Cassell <[EMAIL PROTECTED]> --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---
