not your usual approach a sampling of ideas from deborah healey
TRANSCRIPT
Start with something to activate schema – learners’ background knowledge◦ Pictures◦ Interesting question◦ “Hook” to catch learner attention
Learning objectives – so learners know where the lesson is going◦ Objective for this presentation: Teachers will
discuss ways to add interactivity to their lectures, leading to their creating an interactive PowerPoint presentation
Just letting students click on the slide show Teacher talk the whole time Q&A where the teacher has all the
questions AND the answers
So what is it?
This PPT show combines many techniques – far more than you should have in a typical lesson. Use only 1-3 maximum.
Blank slide ConcepTest Think-Pair-Share Interpreted Lecture Rapid Reflection QuickWrite See more possibilities at
http://www.thiagi.com/interactive-lectures.html
Say this during while showing the blank slide – not on its own slide, as we have here
Using a blank slide can re-focus attention off the screen and onto the speaker
You need to have something useful to say, of course.
It can also serve as an excellent transition to the next topic.
In our case, it’s specific techniques to use that promote interactivity.
What are three ways to activate learners’ background knowledge (schema)?
Share with a partner, then share again with the people near you
Come to consensus – any questions?
This can come at any time during the class.
It can be short answer, multiple choice, true/false
Why would you do this at the beginning of a class? Why at the end? Why in the middle?
Think about a time that you might use this, and share with a partner.
Think individually Talk with a partner Share with the large group How might you use a ConcepTest? (Think,
then discuss with a partner, then we’ll share with the group.)
Good for discussion time if people know what they are supposed to do
Otherwise, leave instruction slides visible
Stop and have someone in the class explain what you just talked about
Use simpler language for an academic lecture
Repeat and review Best to do this just after the concept is
discussed by the teacher
Using PowerPoint as an organizer so that you can do OTHER THINGS more easily ◦ Discussions about the audio or video clip◦ Writing the group’s responses in a Word
document on the screen◦ Responding to the website activities
Easily move among websites (Insert -> Hyperlink)
◦ Include learner activities, not just showing Open Word and Excel documents on your
computer (hyperlink)◦ Use Word as a blackboard; use Excel for
learner activities Play audio and video from the web
(hyperlink) or from files on the computer (Insert-> Movies and Sound)◦ Have a learner activity associated with these
Make sure all files are in the same folder as your PowerPoint show if you are using a file from your computer.
Link to a website: www.nicenet.org◦ Demonstrate how to join or how to post a
comment Link to a local Word file: sample.doc
◦ Use this for taking notes
Make sure all files are in the same folder as your PowerPoint show if you are using a file from your computer.
Insert a sound from a file on your computer or link to a sound online◦ Introduce an activity; do a dictation or cloze; etc.
Insert a video from a file on your computer or link to a video online
Smooth transitions between activities.
You don’t always need to go in a straight line from beginning to end
Right-click in Slide Show mode to bring up a menu; jump to another place
Include internal hyperlinks Why would this be useful?
Go back to a previous point or jump forward (in response to a ConcepTest)
Posing a question:◦ If yes, go to one place◦ If no, go to a different place
You control PPT; it doesn’t control you
Create a Jeopardy game Create a Concentration game (matching
pairs) Learners can use this on their own Use it in a one-computer classroom as a
whole-class activity
Using templates (from Microsoft.com or teacher-created)
Power in the hands of students◦ Useful knowledge for the work world◦ Useful knowledge for academic presentations
They often know more than we do...
Very short time Beginning – activate background knowledge Middle – check comprehension End – review and reinforce learning Can be graded, but usually isn’t