Effective Use of Teaching Aids Session 1 Basic

Effective Use of Teaching Aids Session 1 Basic Teaching Skills Course for Recently-Appointed Academic Staff DCU Office of the Dean of Teaching and Learning 1

TASK - Introductions Stage One Stage Two z Find a partner, preferably someone you don’t know. z Find out a few things about them, e. g. : z Prepare a brief presentation to introduce the person to the group, and illustrate it with either: m Who they are, m Which school/unit they work in, m What they do. z Time for task - 5 minutes m flipchart, or m overhead transparencies. z Time for task - 10 minutes. Stage Three z Make your presentation to the whole group. DCU Office of the Dean of Teaching and Learning 2

Learning Outcomes By the end of this session, you should be able to: z Choose the most appropriate visual aid for your purpose and context, z Use the black-/white-board effectively, z Make the most of the overhead projector, z Produce a basic presentation with MS Powerpoint, z Discuss the advantages and disadvantages of other media. DCU Office of the Dean of Teaching and Learning 3

Why use teaching aids? Teaching aids are useful to: z reinforce what you are saying, z ensure that your point is understood, z signal what is important/essential, z enable students to visualise or experience something that is impractical to see or do in real life, z engage students’ other senses in the learning process, z facilitate different learning styles. DCU Office of the Dean of Teaching and Learning 4

We Learn and Retain: 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning. DCU Office of the Dean of Teaching and Learning 5

WHITE-/BLACKBOARD Advantages Disadvantages z No advanced preparation required, z except when displaying a complex table/chart/ diagram. z Technology is not dependent on electricity or other possible glitches. z Can be used by students for problem-solving, etc. z Time-consuming if you have a lot to write. z Handwriting may be difficult to read (legibility, size, glare, etc. ). z Turn your back on audience. z Cleaning the board (chalk dust, permanent marker, etc. ) z Can’t go back to something you’ve erased. DCU Office of the Dean of Teaching and Learning 6

WHITE-/BLACKBOARD TIPS z Get to the lecture hall early to make sure that the board has been cleaned. z Bring your own chalk/markers and eraser. z If you have problems with keeping your writing level, draw horizontal lines in advance using a pencil and metre stick. z Draw complex diagrams, charts, etc. in advance and cover with a piece of newsprint until needed. DCU Office of the Dean of Teaching and Learning 7

OVERHEAD PROJECTOR Advantages Disadvantages z Allows you to prepare all your slides in advance. z Particularly suited for complex diagrams, charts and illustrations. z Can build up information pointby-point through the use of overlays. z Don’t have to turn your back on the audience. z A blown bulb or power failure can spoil all your hard work. z Image quality can also be a problem. z Can be disorienting to manipulate transparencies on projector plate. DCU Office of the Dean of Teaching and Learning 8

OVERHEAD PROJECTOR Preparing Transparencies z By hand, or z Computer application (eg. MS Power. Point, MS Word, HTML documents) z Printing - colour or B/W z Printer (laser or inkjet), or z Photocopier DCU Office of the Dean of Teaching and Learning 9

OVERHEAD PROJECTOR Selecting Text z Avoid overcrowding z Avoid continuous prose z Bullet or numbered points preferred z KILLS Keep It Legible, Lean and Simple DCU Office of the Dean of Teaching and Learning 10

OVERHEAD PROJECTOR Keep words to a minimum: Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium. DCU NO SMOKING Office of the Dean of Teaching and Learning 11

OVERHEAD PROJECTOR Tables are best avoided: DCU Office of the Dean of Teaching and Learning 12

OVERHEAD PROJECTOR Use Charts/Graphs instead: DCU Office of the Dean of Teaching and Learning 13

OVERHEAD PROJECTOR Choosing a Font Examples: z Size - minimum 20 pt (5 mm high) z 14 pt Tahoma z 20 pt Tahoma z 28 pt Tahoma z 36 pt Tahoma z Sans serif fonts preferred DCU z Times New Roman z Arial z Comic Sans Office of the Dean of Teaching and Learning 14

OVERHEAD PROJECTOR Style Notes for Transparencies z Allow a margin of 5 cm (2”) all round. z Avoid TOO MUCH UPPERCASE TEXT z For emphasis, use bold or underlining instead of italics z Keep titles systematic and consistent z Justification - left or centred z Avoid light text on dark background. DCU Office of the Dean of Teaching and Learning 15

OVERHEAD PROJECTOR Beforehand During the Lecture z Get to the room early to make sure the OHP is working. z Check the aim and focus. z Walk to the back of the room to see whether the smallest print is readable. z Relax (if possible). z Keep used and unused slides in separate piles. z Cover the slide with a piece of cardboard and slide it down to reveal text as you go. z Use a pen on the OHP glass rather than pointing to the screen. DCU Office of the Dean of Teaching and Learning 16

DATA PROJECTOR (portable) How to connect your Laptop to a portable data projector: z Attach one end of the data cable to the serial port of the laptop. z Attach the other end to the RGB IN port of the data projector. z Switch the data projector on followed by the laptop. z Press the 'Fn' and the appropriate function key to display. DCU Office of the Dean of Teaching and Learning 17

DATA PROJECTOR (fixed) NOTE: Available in certain classrooms only A FEW DAYS BEFORE z Contact Education Services Helpdesk to have your account authorised for log on. DCU Office of the Dean of Teaching and Learning 18

DATA PROJECTOR (fixed) JUST BEFORE YOUR LECTURE/TUTORIAL z Log on as normal. z Open Power. Point (or other application) and access files on your designated network drive, or z Open web browser, type in the URL and queue up what you want to present. z Minimise window until you are ready to use. For further information, see: http: //odtl. dcu. ie/projects/web-tl/terminals. html DCU Office of the Dean of Teaching and Learning 19

Other Media FLIPCHART When to USE: TIPS z if electricity is unavailable, z to enable students to illustrate group reports, z to provide a written record of points made by students. z Check the room and equipment beforehand. z Get your own pad of newsprint. z Write out important pages in advance. z Don’t put too much on a page. z Carry a collection of felt-tip pens and check that they haven’t dried out. z Bring along some Blutack. DCU Office of the Dean of Teaching and Learning 20

Other Media AUDIO TAPES or CDs When to USE: TIPS z Particularly suited for language learning, media studies, English literature, etc. z Valuable when referring to recorded historical events (e. g. Martin Luther King’s “I have a dream” speech). z Background music can also be played before class starts and during group activities. z Check the room and equipment beforehand. z Can it be heard from the back of the room? z Find the right spot on the tape/CD and queue it up in advance. z Don’t play more than a few minutes of audio at one time. z Break up longer clips into segments, interspersed with discussion or other activities. DCU Office of the Dean of Teaching and Learning 21

Other Media VIDEO TAPES or DVDs When to USE: TIPS z Adds a dimension not available through audio alone - helps students to visualise. z Essential when illustrating things that are impractical to do in real life. z Particularly suited for language learning, media studies, engineering, etc. z Valuable when referring to recorded historical events. Same as for CDs/audio tapes z Check equipment beforehand. z Can images be seen from the back of the room? z Queue up the tape in advance. z Break viewing into short segments, interspersed with discussion or activities. DCU Office of the Dean of Teaching and Learning 22

Making the most of the DATA PROJECTOR A brief introduction to MS Power. Point Further information can be found on the CSD web-site: http: //www. dcu. ie/internal/csd/sms/webguides 2000/power 2 k/power. htm DCU Office of the Dean of Teaching and Learning 23

TASK: Choosing Media Stage One Stage Two z Work individually. z Think of a lecture/ tutorial you will be giving. What media will you use to support it? z Time for task - 2 minutes. z Form triads. z Share you plans with each other. Why did you choose specific media? z Time for task - 5 minutes. Stage Three z Raise problems/issues in plenary session. DCU Office of the Dean of Teaching and Learning 24

TASK: Stop - Start - Continue z Work individually. z Take out a piece of paper, and answer the following: l STOP - What would you like me to stop doing? l START - What would you like the facilitator to start doing? l CONTINUE - What would you like the facilitator to continue doing? z Fold over and hand in on your way out. DCU Office of the Dean of Teaching and Learning 25