Students and PowerPoint, Part 2

Part II - After the Lesson - April 3

Last week, I told you I was working with a history teacher on improving her students' PowerPoint presentations. This week, I was with them in the computer lab for a couple of days while they worked on them, and then sat in on about half the presentations in class. I'm going to send the teacher the links to these two articles so she can share them with her classes (if she likes), so this is both a recap for readers and a list of comments to the students:

1. First of all, I was very impressed with the majority of the PowerPoints. Students had taken it to heart that the slides don't need to be filled with text. Several of them used very vibrant images, and some included animations to help emphasize their points. For the most part, text found on the slides was the important text, and was not all of the text. Good job, guys!
2. What I felt was lacking - and this is no real fault of the students - was skill at presenting. Even though the presentations were fine, it was clear that the presenters were a little uncomfortable speaking in front of their peers, or didn't know or review the material. While, for the most part, they didn't read off of the PowerPoint slides (the worst of all presenter sins), many read directly from their notes (the next-worst).
   
   I completely understand the need to do this, though - very few people can be expected to become an expert on a topic in three days (plus a weekend), especially with six other classes to worry about - some of which may have been deemed by students to be more important than U.S. History. Perhaps what the teacher and I should've built into the lesson is how the students should prepare for the presentation itself -
• reviewing the material ahead of time;
• how to address the audience, not just the teacher (or the board);
• engage the audience - don't just talk to them, talk with them (even if it's only once)
• looking like you know what you're talking about;
• practice with your partner ahead of time (even just 5 minutes) so you know how your presentation will go.

These are just a few suggestions I'd like to pass on to the students. Overall, guys, I still think you did a very good job, and I appreciate you letting me come in to your classroom and work with you.
3. Personally, I think one really useful element to add would have been to video the students giving their presentations, and then let them watch and critique themselves. (The teacher and I actually discussed this, and it didn't work out because of the timing of the presentations and other class considerations. Maybe next time...)
4. What I'd really love is for you, the students in the class, to add your comments to this post, so that readers can hear what you thought about the overall lesson. Was it successful? Did it change how you thought about class presentations? Was it just the same old have-to-do-it assignment? Please share your honest thoughts with me. Use the link to this post, or look for this article in the April 2008 archives on the right side of http://techieteachr.blogspot.com. (Notice the missing "e".)

I happened to run into another teacher later in the day, and I was chatting with him about the project. He was very enthusiastic about it and wants me to come work with his classes, because he sees the same thing with his students. Between the two of us, we realized that this lesson is best placed at the beginning of the year, and delivered to students in such a way that they can keep these skills in mind as they give future presentations in class.

At this point, I'm thinking of trying to put together a series of lessons that teachers can use - either with my help or without - in order to help students improve their public speaking skills. If and when it materializes, look for it on the library section of techieteacher.org.

Students and PowerPoint

Part I - Before the Lesson - March 26

Tomorrow, I'm going into a US History teacher's class to help her introduce her students to an upcoming project. They are researching various aspects of early 20th century history, and must create a PowerPoint to accompany a presentation to the class.

Now, if you're like me, you've seen plenty of PowerPoints from students (and maybe from teachers, keynote speakers, business professionals,...) that have slides full of text which they proceed to read to the class. Or alternately, PowerPoints are turned in instead of reports, but the PowerPoints contain just as much text and information as the report would - same format, different application.

I'm taking it upon myself - with the full agreement and support of the teacher - to try to change how students approach using PowerPoint. I'm hoping to show them that a good PowerPoint only enhances what the speaker is saying, not replaces. They need to think more about the content than what animations or fonts they include.

I'm providing the students with a page they can use to storyboard their presentation, as well as some tips on effective PowerPoint design. I've also got a PowerPoint with some do's and don't's; I've uploaded it to Slideshare, although it's not much without narration or the animations. But in any case, here you go:

| View | Upload your own

(You can download the actual presentation from Slideshare here - maybe that way it'll make more sense...)

I'm in the classroom Thursday - when students are beginning their research - and Friday - when they're designing and creating their PowerPoints. I'm going to try to sit in on some of the presentations next week to see how things go. Stay tuned for Part II to see how things went.

School 2.0

I stumbled across this amusing video illustrating the differences between (using techie parlance) School 1.0 and School 2.0.




On his 2¢ blog, David Warlick has several posts about School 2.0. He has developed an excellent graphic organizer illustrating it - hopefully he won't mind if I reproduce it here.




Several things strike me as I look at the diagram:

• School 2.0 uses verbs like create, evaluate, express, and respond.
  School 1.0 uses verbs like read, listen, and remember.
• In School 2.0, learning is active. In School 1.0, learning is very passive.
• School 2.0 is learner-centered or involves teacher-learner collaboration.
  School 1.0 is very teacher-centered; delivery of information is "from on high."

I like his diagram, but interestingly, the casual observer might think that School 2.0 looks like School 1.0 - figuratively and literally. And for many educators, they assume it does. I've seen many teachers introduced to new technology only to implement it in an old-fashioned classroom - still teacher-centered, still strictly guided instruction. With respect to David, I'd like to revise the diagram, so that it not only reflects the difference in verbs, but also illustrates how School 2.0 would look, feel, and function differently.

It takes a huge paradigm shift - and an awfully daring leap of faith - to transform a classroom from 1.0 to 2.0, not to mention what it would take to transform an entire school, school system, or national public education system.