I had the same experience a few semesters ago. Students had to write a major paper on a local issue affecting their communities and also make a presentation to the class. Several put together powerpoint presentations and I found them to be much better than the papers; overall, they did a much better job stating their argument was and providing evidence in support of that argument when they presented to their classmates than they had when they wrote their papers. I too would be interested if anyone has any insights as to why this was the case.
Gwen Nyden Oakton Community College Des Plaines, IL > > Hi all: > > I'm still thinking through/processing the pros and cons of PowerPoint in > the > classroom.. However, Del's post reminded me of something. > > Last semester was the first semester I have had easy access to a > computer/projection system in the classroom. For presenting their final > projects, many students decided to make computer-based presentations. > Overall, they did an outstanding job using PowerPoint (and having worked > in > the govt sector for a decade, believe me, I had a LOT of bad uses to > compare > their work to). > > I also noted when reading their accompanying written final reports, I was > surprised to see that they actually did a better job in some respects with > their PowerPoint. Generally, their presentations were better organized, > outlined, and flowed much better in PowerPoint than in their written work. > I don't know if anyone else has had this experience or quite what it says > for the classroom (maybe someone here can offer some suggestions), but I > found it intriguing. > > Kathy > > Kathy Stolley, Ph.D. > Department of Sociology and Criminal Justice > Virginia Wesleyan College > 1584 Wesleyan Drive > Norfolk, VA 23502 > [EMAIL PROTECTED] > 757-233-8768 > > > > > >>From: Del Thomas Ph D <[EMAIL PROTECTED]> >>To: Michael Johnston <[EMAIL PROTECTED]> >>CC: 'teachsoc' <[email protected]> >>Subject: TEACHSOC: Re: Effectively using PowerPoint >>Date: Mon, 12 Jun 2006 11:38:48 -0400 >> >> >>If you have access to resources you may find that students working in >>groups can greatly benefit from and learn from making their >>own PP presentations. This can be particularly useful for students when >>the content is difficulty or complex. As even small groups will have >>students >>with more than one learning style the struggle will force them to go >>beyond being consumers and receivers. They collaborate become >>producers, creators, >>they have ownership. >> >>One of the challenges that they may encounter is most of the content is >>complex, fuzzy, organic and abstract random PP forces them to put it >>into a crisp mechanical >>and linear "box." In some of the struggle the tapestry of social things >>can emerge from what ..... may have been considered misunderstanding. >> >>Del >> >> >> >> >>Michael Johnston wrote: >> > >> > Dear Jack, Marty, and others, >> > >> > >> > >> > Could you share some tips with us that you personally have found >> > effective and a brief description of why? >> > >> > >> > >> > One tip that I have heard regularly is “Don’t put large sections >> of >> > text into PowerPoint.” The argument is that the teacher then just >> > ends up reading, which is even worse than lecturing. This is >> > generally correct. BUT, this can be effective if used sparingly and >> > appropriately. For example, I know an instructor who assigns text by >> > Weber. What he does is to include a few slides with actual text, text >> > that is very hard to understand, and then explains how to read this >> > text. The benefits to this approach are multiple: (1) everyone is on >> > the same page, even if they forgot their book; (2) it takes less time >> > to get everyone at the right place in the text; (3) keywords can be >> > highlighted and easily pointed out; (4) instruction is layered with >> > additional anchors beyond books and the instructor’s voice – the >> > PowerPoint Slide and the instructor’s body movement as they point to >> > certain keywords, etc. (5) questions about particular sections of the >> > text are more widely understood by the class because the instructor >> > can quickly and easily point to the relevant text (6) more anchors >> > facilitates the instructor to lecture at more abstract levels >> > >> > >> > >> > I’m looking forward to hearing more tips from others! >> > >> > >> > >> > Best wishes, >> > >> > Michael >> > >> > >> > >> > -----Original Message----- >> > *From:* [email protected] [mailto:[EMAIL PROTECTED] >> > *On Behalf Of *Jack Estes >> > *Sent:* Monday, June 12, 2006 4:38 AM >> > *To:* Marty Schwartz; teachsoc >> > *Subject:* TEACHSOC: Re: lousy lecturing >> > >> > >> > >> > I agree that PowerPoint can be a powerful tool in the classroom if >> > it's not abused. We have workshops all the time in EFFECTIVE use of >> > PowerPoint, not only for business classes but for anyone. I think >> > they're good. They often include a 'best practices' aspect in which >> > various profs bring in what works for them. I wonder how many schools >> > do this? Our workshops are partially paid for by some big grant. >> > >> > >> > >> > Jack Estes >> > >> > BMCC/CUNY >> > >> > NYC >> > >> > ----- Original Message ----- >> > >> > *From:* Marty Schwartz <mailto:[EMAIL PROTECTED]> >> > >> > *To:* teachsoc <mailto:[email protected]> >> > >> > *Sent:* Saturday, June 10, 2006 11:40 AM >> > >> > *Subject:* TEACHSOC: lousy lecturing >> > >> > >> > >> > Gerry said: >> > <snip> And again, I would put forth for argument the idea that the >> > problem isn't the lecture hall, but lousy lecturers. (One more >> bad >> > Powerpoint presentation, and I will trash someone's computer for >> > sure.)<snip> >> > >> > Gerry - as a friendly request -- with all of the Del's name >> > calling, Del obfuscation, Del gobbledegook, etc. I seem to have >> > lost track of what is going on. Of course, being reduced to tears >> > seems to me a perfectly normal reaction. But, in your sentences >> > above, what exactly IS the problem to which we are all >> > referring? Maybe I live in some kind of la-la land, but while I >> > certainly know a few irresponsible teachers, I find myself mostly >> > surrounded by very hard working people who do fantastic jobs >> > teaching. Maybe it is who I talk to, but I go to national >> > conferences and am always inspired by what others do in their >> > teaching (I am running a little nickel and dime workshop at ASA >> > featuring the noted teachsocer Angus Vail, for example). Often >> > the community college people tend to be even more dedicated and >> > better at their task than we are (even those paid at the same >> > level as cafeteria workers). Personally, I have won a stack of >> > teaching awards, but as someone who is primarily a publishing >> > researcher I am always in total awe of the teachers I meet >> > (including, of course, Profs. McKinney and Ballentine!). >> > >> > As to PowerPoint, which I love, I agree that too few people know >> > how to use it. Perhaps a positive note might be to start getting >> > our regional and national associations, and our graduate schools, >> > to start teaching people how to use it? Management schools, PR >> > schools and others now do this regularly. But in >> > Sociology I've never met anyone who took a lesson, or even had >> > access to a lesson, in the style and design of PowerPoint (as >> > opposed to the mechanics). >> > >> > Cheers. >> > >> > Martin D. Schwartz >> > Professor of Sociology >> > Ohio University >> > 119 Bentley Annex >> > Athens, OH 45701 >> > 740.593.1366 (voice) >> > 740.593.1365 (fax) >> > >> > >> > > >> >> >> > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---
