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Transcript of Teaching aids
DCUOffice of the Dean of Teaching
and Learning 1
Effective Use of Teaching Aids
Session 1Basic Teaching Skills Course for Recently-Appointed Academic Staff
DCUOffice of the Dean of Teaching
and Learning 2
TASK - Introductions
Stage One� Find a partner, preferably
someone you don’t know.� Find out a few things about
them, e.g.:� Who they are,� Which school/unit they work
in,� What they do.
� Time for task - 5 minutes
Stage Two� Prepare a brief presentation to
introduce the person to the group, and illustrate it with with either:� flipchart, or� overhead transparencies.
� Time for task - 10 minutes.
Stage Three� Make your presentation to the
whole group.
DCUOffice of the Dean of Teaching
and Learning 3
Learning Outcomes
By the end of this session, you should be able to:� Choose the most appropriate visual aid for your purpose
and context,� Use the black-/white-board effectively,� Make the most of the overhead projector,� Produce a basic presentation with MS Powerpoint,� Discuss the advantages and disadvantages of other
media.
DCUOffice of the Dean of Teaching
and Learning 4
Why use teaching aids?
Teaching aids are useful to:� reinforce what you are saying,� ensure that your point is understood,� signal what is important/essential,� enable students to visualise or experience something
that is impractical to see or do in real life,� engage students’ other senses in the learning process,� facilitate different learning styles.
DCUOffice of the Dean of Teaching
and Learning 5
30% of what we SEE
We Learn and Retain:
10% of what we READ
20% of what we HEAR
50% of what we HEAR and SEE
Higher levels of retention can be achieved through active involvement in learning.
DCUOffice of the Dean of Teaching
and Learning 6
WHITE-/BLACKBOARD
Advantages� No advanced preparation
required,� except when displaying a
complex table/chart/ diagram.� Technology is not dependent
on electricity or other possible glitches.
� Can be used by students for problem-solving, etc.
Disadvantages� Time-consuming if you have a
lot to write.� Handwriting may be difficult to
read (legibility, size, glare, etc.).
� Turn your back on audience.� Cleaning the board (chalk
dust, permanent marker, etc.)� Can’t go back to something
you’ve erased.
DCUOffice of the Dean of Teaching
and Learning 7
WHITE-/BLACKBOARD
TIPS� Get to the lecture hall early to make sure that the board
has been cleaned.� Bring your own chalk/markers and eraser.� If you have problems with keeping your writing level,
draw horizontal lines in advance using a pencil and metre stick.
� Draw complex diagrams, charts, etc. in advance and cover with a piece of newsprint until needed.
DCUOffice of the Dean of Teaching
and Learning 8
OVERHEAD PROJECTOR
Advantages� Allows you to prepare all your
slides in advance.� Particularly suited for complex
diagrams, charts and illustrations.
� Can build up information point-by-point through the use of overlays.
� Don’t have to turn your back on the audience.
Disadvantages� A blown bulb or power failure
can spoil all your hard work.� Image quality can also be a
problem.� Can be disorienting to
manipulate transparencies on projector plate.
DCUOffice of the Dean of Teaching
and Learning 9
OVERHEAD PROJECTOR
Preparing Transparencies� By hand, or� Computer application (eg. MS PowerPoint, MS Word,
HTML documents)� Printing - colour or B/W� Printer (laser or inkjet), or � Photocopier
DCUOffice of the Dean of Teaching
and Learning 10
OVERHEAD PROJECTOR
Selecting Text� Avoid overcrowding� Avoid continuous prose� Bullet or numbered points preferred� KILLS
Keep It Legible, Lean and Simple
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and Learning 11
OVERHEAD PROJECTOR
Please observe the rules prohibiting the
combustion of vegetable material and the
exhalation of noxious fumes in this auditorium.
NO SMOKING
Keep words to a minimum:
DCUOffice of the Dean of Teaching
and Learning 12
OVERHEAD PROJECTOR
1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr.East 20.4 27.4 90.0 20.4West 30.6 38.6 34.7 31.5North 45.9 46.8 45.0 43.9
Tables are best avoided:
DCUOffice of the Dean of Teaching
and Learning 13
OVERHEAD PROJECTOR
0
50
100
150
200
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
NorthWestEast
Use Charts/Graphs instead:
DCUOffice of the Dean of Teaching
and Learning 14
OVERHEAD PROJECTOR
Choosing a Font� Size - minimum 20pt
(5mm high)
� Sans serif fonts preferred
Examples:� 14 pt Tahoma
� 20 pt Tahoma
� 28 pt Tahoma
� 36 pt Tahoma
� Times New Roman
� Arial� Comic Sans
DCUOffice of the Dean of Teaching
and Learning 15
OVERHEAD PROJECTOR
Style Notes for Transparencies� Allow a margin of 5 cm (2”) all round.� Avoid TOO MUCH UPPERCASE TEXT� For emphasis, use bold or underlining instead of italics� Keep titles systematic and consistent� Justification - left or centred� Avoid light text on dark background.
DCUOffice of the Dean of Teaching
and Learning 16
OVERHEAD PROJECTOR
During the Lecture� Keep used and unused
slides in separate piles.� Cover the slide with a
piece of cardboard and slide it down to reveal text as you go.
� Use a pen on the OHP glass rather than pointing to the screen.
Beforehand� Get to the room early to
make sure the OHP is working.
� Check the aim and focus.� Walk to the back of the
room to see whether the smallest print is readable.
� Relax (if possible).
DCUOffice of the Dean of Teaching
and Learning 17
DATA PROJECTOR (portable)
How to connect your Laptop to a portable data projector:
� Attach one end of the data cable to the serial port of the laptop.
� Attach the other end to the RGB IN port of the data projector.
� Switch the data projector on followed by the laptop.� Press the 'Fn' and the appropriate function key to
display.
DCUOffice of the Dean of Teaching
and Learning 18
DATA PROJECTOR (fixed)
A FEW DAYS BEFORE
� Contact Education Services Helpdesk to have your account authorised for log on.
NOTE: Available in certain classrooms only
DCUOffice of the Dean of Teaching
and Learning 19
DATA PROJECTOR (fixed)
JUST BEFORE YOUR LECTURE/TUTORIAL
� Log on as normal.� Open PowerPoint (or other application) and access files
on your designated network drive, or� Open web browser, type in the URL and queue up what
you want to present.� Minimise window until you are ready to use.
For further information, see: http://odtl.dcu.ie/projects/web-tl/terminals.html
DCUOffice of the Dean of Teaching
and Learning 20
Other MediaFLIPCHART
When to USE:� if electricity is
unavailable,� to enable students
to illustrate group reports,
� to provide a written record of points made by students.
TIPS� Check the room and
equipment beforehand.� Get your own pad of
newsprint.� Write out important pages in
advance.� Don’t put too much on a page.� Carry a collection of felt-tip
pens and check that they haven’t dried out.
� Bring along some Blutack.
DCUOffice of the Dean of Teaching
and Learning 21
Other Media AUDIO TAPES or CDs
When to USE:� Particularly suited for
language learning, media studies, English literature, etc.
� Valuable when referring to recorded historical events (e.g. Martin Luther King’s “I have a dream” speech).
� Background music can also be played before class starts and during group activities.
TIPS� Check the room and
equipment beforehand.� Can it be heard from the back
of the room?� Find the right spot on the
tape/CD and queue it up in advance.
� Don’t play more than a few minutes of audio at one time.
� Break up longer clips into segments, interspersed with discussion or other activities.
DCUOffice of the Dean of Teaching
and Learning 22
Other Media VIDEO TAPES or DVDs
When to USE:� Adds a dimension not
available through audio alone - helps students to visualise.
� Essential when illustrating things that are impractical to do in real life.
� Particularly suited for language learning, media studies, engineering, etc.
� Valuable when referring to recorded historical events.
TIPSSame as for CDs/audio tapes� Check equipment beforehand.� Can images be seen from the
back of the room?� Queue up the tape in advance.� Break viewing into short
segments, interspersed with discussion or activities.
DCUOffice of the Dean of Teaching
and Learning 23
Making the most of theDATA PROJECTOR
A brief introduction to MS PowerPoint
Further information can be found on the CSD web-site: http://www.dcu.ie/internal/csd/sms/webguides2000/power2k/power.htm
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and Learning 24
TASK: Choosing Media
Stage One� Work individually.� Think of a lecture/ tutorial you
will be giving. What media will you use to support it?
� Time for task - 2 minutes.
Stage Two� Form triads.� Share you plans with each
other. Why did you choose specific media?
� Time for task - 5 minutes.
Stage Three� Raise problems/issues in plenary session.
DCUOffice of the Dean of Teaching
and Learning 25
TASK: Stop - Start - Continue
� Work individually.� Take out a piece of paper, and answer the following:
� STOP - What would you like me to stop doing?� START - What would you like the facilitator to start doing?� CONTINUE - What would you like the facilitator to continue
doing?� Fold over and hand in on your way out.