I think if you look at a couple of the articles posted here in response to this issue, it means that students have grown up thinking, speaking, listening and writing in "sound bites" and infomercial style messages. We've gotten away from reading and more into screen communications. ----- Original Message ----- From: "Kathy Stolley" <[EMAIL PROTECTED]> To: <[email protected]> Sent: Monday, June 12, 2006 12:40 PM Subject: TEACHSOC: Re: Effectively using PowerPoint
Hi all: I'm still thinking through/processing the pros and cons of PowerPoint in the classroom.. However, Del's post reminded me of something. Last semester was the first semester I have had easy access to a computer/projection system in the classroom. For presenting their final projects, many students decided to make computer-based presentations. Overall, they did an outstanding job using PowerPoint (and having worked in the govt sector for a decade, believe me, I had a LOT of bad uses to compare their work to). I also noted when reading their accompanying written final reports, I was surprised to see that they actually did a better job in some respects with their PowerPoint. Generally, their presentations were better organized, outlined, and flowed much better in PowerPoint than in their written work. I don't know if anyone else has had this experience or quite what it says for the classroom (maybe someone here can offer some suggestions), but I found it intriguing. Kathy Kathy Stolley, Ph.D. Department of Sociology and Criminal Justice Virginia Wesleyan College 1584 Wesleyan Drive Norfolk, VA 23502 [EMAIL PROTECTED] 757-233-8768 >From: Del Thomas Ph D <[EMAIL PROTECTED]> >To: Michael Johnston <[EMAIL PROTECTED]> >CC: 'teachsoc' <[email protected]> >Subject: TEACHSOC: Re: Effectively using PowerPoint >Date: Mon, 12 Jun 2006 11:38:48 -0400 > > >If you have access to resources you may find that students working in >groups can greatly benefit from and learn from making their >own PP presentations. This can be particularly useful for students when >the content is difficulty or complex. As even small groups will have >students >with more than one learning style the struggle will force them to go >beyond being consumers and receivers. They collaborate become >producers, creators, >they have ownership. > >One of the challenges that they may encounter is most of the content is >complex, fuzzy, organic and abstract random PP forces them to put it >into a crisp mechanical >and linear "box." In some of the struggle the tapestry of social things >can emerge from what ..... may have been considered misunderstanding. > >Del > > > > >Michael Johnston wrote: > > > > 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're good. They often include a 'best practices' aspect in which > > various profs bring in what works for them. I wonder how many schools > > do this? Our workshops are partially paid for by some big grant. > > > > > > > > Jack Estes > > > > BMCC/CUNY > > > > NYC > > > > ----- Original Message ----- > > > > *From:* Marty Schwartz <mailto:[EMAIL PROTECTED]> > > > > *To:* teachsoc <mailto:[email protected]> > > > > *Sent:* Saturday, June 10, 2006 11:40 AM > > > > *Subject:* TEACHSOC: lousy lecturing > > > > > > > > Gerry said: > > <snip> And again, I would put forth for argument the idea that the > > problem isn't the lecture hall, but lousy lecturers. (One more bad > > Powerpoint presentation, and I will trash someone's computer for > > sure.)<snip> > > > > Gerry - as a friendly request -- with all of the Del's name > > calling, Del obfuscation, Del gobbledegook, etc. I seem to have > > lost track of what is going on. Of course, being reduced to tears > > seems to me a perfectly normal reaction. But, in your sentences > > above, what exactly IS the problem to which we are all > > referring? Maybe I live in some kind of la-la land, but while I > > certainly know a few irresponsible teachers, I find myself mostly > > surrounded by very hard working people who do fantastic jobs > > teaching. Maybe it is who I talk to, but I go to national > > conferences and am always inspired by what others do in their > > teaching (I am running a little nickel and dime workshop at ASA > > featuring the noted teachsocer Angus Vail, for example). Often > > the community college people tend to be even more dedicated and > > better at their task than we are (even those paid at the same > > level as cafeteria workers). Personally, I have won a stack of > > teaching awards, but as someone who is primarily a publishing > > researcher I am always in total awe of the teachers I meet > > (including, of course, Profs. McKinney and Ballentine!). > > > > As to PowerPoint, which I love, I agree that too few people know > > how to use it. Perhaps a positive note might be to start getting > > our regional and national associations, and our graduate schools, > > to start teaching people how to use it? Management schools, PR > > schools and others now do this regularly. But in > > Sociology I've never met anyone who took a lesson, or even had > > access to a lesson, in the style and design of PowerPoint (as > > opposed to the mechanics). > > > > Cheers. > > > > Martin D. Schwartz > > Professor of Sociology > > Ohio University > > 119 Bentley Annex > > Athens, OH 45701 > > 740.593.1366 (voice) > > 740.593.1365 (fax) > > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ 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 -~----------~----~----~----~------~----~------~--~---
