How to create powerful presentationsll

How to create powerful presentationsll

• 1.
  How To: CreatePowerfulPresentationsOoo, ahhhhWow!!
• 2.
  10 things todo before using presentation softwareStart planning your presentation with the end in mind. Ask yourself what you want the audience to walk away from the presentation with? Think of a single-themed mission statement.Research. Keep an active file citing for texts and images.Create an outlineBuild your first draftCreate an outline, the most common structure is to overlap the main points that are being made so an idea can be left open & referred back to.Use narrativeDevelop an effective openingCraft the bodyOrganize the flowBuild in repetitionJukes, Ian. Creating Sensational Knock-Your-Socks Off Presentations. May 2005. Handout.
• 3.
  Audio in Teachingand LearningCassette recorder and player and CD player: record student reports, stories, read-aloud practice; record lesson instructions and reviews.Prerecorded and blank cassettes and CDs: Variable-length, reusable blank cassettes and CD-Rs have a wide variety of student and teacher uses.Earphones: provide private listening; may require splitting device to plug in multiple sets of earphones.Table and chairs: Table for listening center equipment; comfortable chairs contribute to relaxed, nurturing learning environment.Lever-Duffy, Judy, and Jean B. McDonald. Teaching and Learning with Technology. Boston, MA: Pearson Education, 2011. Print.
• 4.
  Visual Technologies inTeaching and LearningProjected VisualsOverhead Projectors: Displays commercial or teacher-made transparencies against a screen, classroom wall, or whiteboard.Digital Projectors: Attached to a computer, projector displays real-time computer images.Document Camera: displays real-time still images, displays real-time 3-D objects, shows photographic slides, transparencies and captures video images.Nonprojected VisualsPrint materials: books, worksheet, posters and charts all remain centerpiece visuals in most learning spaces.Display Technologies: bulletin boards offer a flexible surface that provides easy-to-change venue for a variety of print and graphic elements.Lever-Duffy, Judy, and Jean B. McDonald. Teaching and Learning with Technology. Boston, MA: Pearson Education, 2011. Print.
• 5.
  Video in Teachingand LearningNarrowcast Video and Cablecast Video: Narrrowcastvideos target educational audiences such as a closed-circuit TV (CCTV) system within a school. Cablecastvideo is the same as the cable you have in your home. In the classroom you’ll find that CNN and the discovery channel offer programming to enhance your instruction.Internet Video: Includes internet broadcasts, live cams, internet meetings and YouTube. Livecams can be used in the presentations to show a live digitized video such as the Penguin Cam at New York City’s Central Park Zoo. An internetmeeting connects multiple sites together for a meeting or class over the net. YouTube offers fresh and current video on any number of topics and reliable sources, but it does require careful review, selection and monitoring.Click the picture to browse YouTube now!Lever-Duffy, Judy, and Jean B. McDonald. Teaching and Learning with Technology. Boston, MA: Pearson Education, 2011. Print.
• 6.
  Remember:What skills, knowledge,attitudes, content or understanding do you want your audience to take with them? Repeat this at each stage of your preparation.Do the research. Whether it be through books, journals, newspapers, magazines, friends, family or the Internet and keep note of your sources.Compose an outline.Create your first draft without stopping & include everything you want to say.Choose a structure for your presentation; chronologically, separately (of importance), etc. Use narrative and give clear signals at the beginning and end of each stage of the presentation.Develop an effective opening. Making a good impression at the beginning of your presentation requires you to be well prepared, confident, & clear.Build in repetition. Recapping information during your presentation is an effective way of reinforcing the main points of your argument.If your presentation took 30 minutes and covered a great deal of ground, then leave approximately 10 minutes for questions & answers.Lever-Duffy, Judy, and Jean B. McDonald. Teaching and Learning with Technology. Boston, MA: Pearson Education, 2011. Print.