creating sticky presentations - with notes

+

Creating Sticky PresentationsIlene D. Alexander, PhD

Center for Teaching and Learning@IleneDawn /

www.morelearning4morestudents.com

+

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

+

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

+

Prioritize Common Components

Method(ology)

Results

Implications

Findings

Question

Experiment

+

Impactful

High impact intriguing informative information

+

So…

+

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.

+

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…