creating sticky presentations - with notes
Post on 13-Jan-2015
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Creating Sticky PresentationsIlene D. Alexander, PhD
Center for Teaching and Learning@IleneDawn /
www.morelearning4morestudents.com
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Simple
Unexpected Concrete
Credible
Emotion
Story Savvy PRESENTING AND SPEAKING
Sure, you could kill two birds with one stone. But do you really want dead birds?
All photo rights reserved.
+Concrete as Composite Materials,
Not as Solidified Substance
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Instead…
Idea 1 Transition
Idea 2
Don’t plot entire data story
Don’t plod or plow through
Don’t read (to) the screen
Don’t use so many words
Don’t assume their expertise
Don’t disregard the screen
Do Highlight
Idea 1 with picture
Idea 2 with graphic
= illustration / detail
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Prioritize Common Components
Method(ology)
Results
Implications
Findings
Question
Experiment
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Impactful
High impact intriguing informative information
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So…
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Savvy Presenter & Speaker
Prioritizes
Designs
Owns
Connects
Practices
Animates
Small Bite #1 Environmental Factors
Teaching by design
Next Routes• Discuss Course Design Principles of JiTT Series
• Develop an Ideal Outcome Statement•Review components of Environmental Factors.
• Map Environmental Factors.
What Is Teaching by Design?Principles
• Ideal Impact
• Backward Design
• Constructivism
• Alignment
Practice• Lifelong learning orientation.• Tasks support complex learning.• Builds on core course concepts.
• Begins with identification of cognitive, affective & skill-based student learning outcomes central to mastery of course focus.
• Students construct meaning through relevant learning tasks.
• Teaching, learning & assessment activities built to support intended outcomes for range of students.
Constructing Meaning
What did I learn today?- how did I learn?- why did I learn?- who helped me learn?
What ideas should I connect?- among readings & lectures- across course /courses- with community & work
What (and how) am I learning?- knowledge sources- unlearn & relearn
- ways of interacting
How does course connect? - in terms of making meaning- to a “real world” audience- to discipline / profession
How do course elements align?-with homework & class activities-with feedback-with assessments
How does students learning build?- for constructing meaning- for transferring learning- for related outcomes
Design is a whole brain process:
Empathetic. Passionate.
Creative, Practical,
Rational & Analytic.
We aim to foster these.
OutcomesAims
Intended Learning Outcomes
AssessmentAssessment Feedback &
Assessment Tasks
Environmental FactorsAtmosphere
Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms
ALIGNED COURSE DESIGN
ActivitiesActivities
Learning & Teaching Activities
Adapted from John Biggs & Catherine Tang, and L. Dee Fink
Enacting the Design
ApexCourse
NodesConnections
Interior Constructivism
the teachers the learners
the knowledgewe produce
together
Environmental Factors play a significant role in creating learning environment likely to bring about ideal
outcomes and intended student learning outcomes.
Imagine Ideal Course Outcome
Ideal Course Outcome• What is the distinctive educational impact you
would like for your course to have on your students – tomorrow, and 5 or 15 years out?
• If you were a student in your course, what would you hope to be able to do by the end of / because of preparation & participation?
Does the learning you hope for align with the teaching and learning your students will be
engaged in while in your course?
Situational ContextEnvironmental Factors1st Level - Learning and Learners
2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms
Students & Cultures
Classroom & Co-Curriculum
Situational ContextEnvironmental Factors1st Level - Learning and Learners
2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms
Department & Institution
Discipline & Community
Resources Handouts distributed during this workshop
are available - along with this slide set – at http://slideshare.net/alexa032.
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Closing Questions
+Three Things I Can
Begin Doing Tomorrow…
Two Things I Need toLearn More about…
One Thing I Have Already Figured Out – and puts me well
ahead of the crowd…
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