Kirsten,
I received similar comments from some students when I first began using
PowerPoint (at MSU-Mankato incidentally). I have found that the key is to
have the slides be very brief. This allows students to write down the
information quickly and then listen to what you have to say. They can then
decide whether or not what you are saying is important to write down. You
will find that students who have read the material before coming to class
are less worried about getting down the definition of terms, and spend more
time jotting down examples and details that were not in the text. This
procedure also requires students to attend class to get the core material,
as the slides are really just fancy outlines.
My two cents!
Cheers,
Rob Flint
-------------------------------------------------------------
Robert W. Flint, Jr., Ph.D.
The College of Saint Rose
Department of Psychology
432 Western Avenue
Albany, NY 12203-1490
Office: 518-458-5379
Lab: 518-454-2102
Fax: 518-458-5446
Behavioral Neuroscience Homepage:
http://academic.strose.edu/academic/flintr/
Department of Psychology Homepage:
http://academic.strose.edu/academic/psychology/index.htm
> -----Original Message-----
> From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]On
> Behalf Of Kirsten Rewey
> Sent: Monday, June 12, 2000 10:01 AM
> To: TIPsters
> Subject: Using PowerPoint Handouts
>
>
> Rick, Miguel and Interested Others:
>
> I am new to PowerPoint and used it a great deal in the past
> semester including
> as a lecture tool (showing slides during class) and handouts
> (giving students
> copies of my slides). The consistent comment I received was that
> the slides
> and handouts were "too much information."
>
> Has anyone else received the same comment?
>
> Kirsten
>
> Kirsten L. Rewey
> Department of Psychology
> St. Mary's University of Minnesota
> 700 Terrace Heights, Box 1464
> Winona, Minnesota 55987
>
> (507) 457-6991
>
