PowerPoint, one of the elements of Microsoft's Office suite, has become the default software for delivering presentations. Since its creation in 1984, PowerPoint has not only defined and filled a niche, it has become a verb in corporate lingo, as in "Don't PowerPoint us to death!" PowerPoint presentations are often given in crowded conference rooms using a laptop computer, and knowing some of the possible glitches ahead of time can make the difference between kudos and scorn, at least as far as your presentation goes.
Creating a PowerPoint presentation
Create the PowerPoint presentation (also known as a deck). You don't have to create it on the laptop computer that you plan on using for your presentation.
PowerPoint for Windows
Transfer the completed file to the laptop. You can do this via networking, or using a flash drive. Confirm that all necessary files that are embedded in the presentation are also transferred.
PowerPoint for Mac
Run the presentation on the laptop. This dry run is helpful for many reasons--to make sure there is enough RAM and processer speed to allow the PowerPoint file to run smoothly; to confirm that the fonts and type display properly on the screen; and to let you know that the version of PowerPoint installed on the laptop can handle the presentation smoothly. If you are using a wireless mouse or keyboard, use them to test everything.
The entire Microsoft Office suite
Hook a projector to the laptop, if you are planning on using one. This is to check the settings, and make sure that everything works together smoothly. If you require a projector, chances are you will also need speakers for any audio, so perform a dry run with the speakers attached, as well.
PowerPoint tutorial
Arrive early in the room on the day of your presentation. Set up your equipment, and perform a full run through. Do your homework ahead of time, and make a checklist of things you are going to need, including Internet connectivity, a power strip, extra batteries for your wireless peripherals and a screen or blank white wall to project upon.
Full-length videos and video clips can be very useful in teaching. However, it is important to consider ahead of time what you hope your students will learn from the videos. You will also need to plan out how you will help the students learn, and how you will know whether they have done so. In planning to use video, consider the following three distinct phases:
Phase 1: Provide questions (prompts) that focus your students on what you believe is important in the video. Consider why you are having them watch the video, and what you hope they will learn from watching it. You can list the prompts on the board or on a worksheet that you hand out in class or post online before class. You can have students write down their answers or submit them using electronic resources (see below for ideas).
Phase 2: Watch the video as a class. Don’t be afraid to stop the video to point out something important if you think it will be useful to the students. Model the engagement with the video that you desire from your students.
Phase 3: Debrief as a class or in small groups about the students’ answers to the prompts you gave them. Make sure that they have achieved your goals for having them watch the video.
Electronic Options for Collecting Observations/Answers
You can have students submit their observations and answers in real time using Twitter and similar social-networking services.
Give students a prompt prior to starting the video clip and then have them live-tweet their responses during the video with a hashtag and your class number. For more ideas on using Twitter in the classroom, see Inside Higher Ed: Teaching with Twitter.
Two similar websites that provide more privacy than Twitter include Socrative and Poll Everywhere. Both can be used to collect students’ responses via computers, tablets, or text messages. Try them out to see what works best for you, or contact a consultant at CITL.
Synthesis Activity
Here's an activity to help you better experience how to effectively use video clips in your classroom. Put yourself into the role of student and watch the video clips on the Effective Classroom Management page. Use the following prompts to guide your thinking while you watch.
What are important contexts of this instructor's class (size, demographics, content, skills)?
What is particularly difficult for students about the instructor's discipline?
What methods does the instructor use to promote students' learning?
How does the instructor negotiate the balance between being authoritative and being approachable?
List 2-3 words that describe each person’s style of classroom management.
Write 2-3 sentences comparing/contrasting the different speakers’ viewpoints about classroom management.
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