Session 1 - Short Course in Basic Teaching Skills Learning Outcomes By the end of this session, you should be able to: Use the black-/white-board effectively, Make the most of the overhead projector, 14:50 Run through as above. Q. Are there any other issues about using visual aids that you feel need to be covered today? DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills 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. 15:00 Run through as above. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills We Learn and Retain: 10% of what we READ 20% of what we HEAR 30% of what we SEE Diagram has appeared in many manifestations and has been attributed to a number of people. Edgar Dale. “Cone of Experience” (find reference) 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

The Chalkboard Practices for Effective Use of Chalkboard Chalkboard Techniques

11 Practices for effective use of the Chalkboard: Write clearly and legibly Have a hard copy of your diagram or outline. Don’t crowd your notes Make use of colored chalk to highlight key points.

Do not turn your back to your class while writing on the board. Start writing from left to right side Provide lines if needed Look at your board work from all corners of the room The curtain on the window may solve the problem on a glare on the chalkboard.

Suggest to mount the chalkboard a little concave from left to right 11. For saving the writing, write “Please Save” and cover it with a curtain.

Chalkboard Tips Plan for your board work Give student time to copy 1.Visual Reinforcement Plan for your board work Give student time to copy Practice drawing diagrams or pictures beforehand Be selective Correcting mistakes Highlight important points

Erase old chalk work completely Structure your board work 2. Hands-on Tips Erase old chalk work completely Structure your board work Use the most visible parts of the board Follow the 1-10 rule Avoid handwriting or cursive writing Avoid using all capitals Erase with up and down strokes

Evaluate Your Board Work Ask students to let you know whether or not your board work is clear. Ask a sample students if they get the important points of the class Erase the board at the end of the class

Chalkboard Techniques: (James Brown) Sharpen your chalk Stand with your elbow high. Use dots as “aiming Points”. Make writing between 2 and 4 in. high. Use soft chalk

Session 1 - Short Course in Basic Teaching Skills WHITE-/CHALKBOARD 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. Ask for other ideas from the floor. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills WHITE-/CHALKBOARD 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. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Chalkboard Techniques: Don’t talk to the board

Provide lines if needed for writing exercise purpose

Wipe the board with dampen cloth once a week

Avoid using all capitals… Explain the mistake before correcting… A little smile is important in…. Have a hard copy for your diagram… Don’t lean on the board…

STICK FIGURE A stick figure is a very simple type of drawing made of lines and dots, often of the human form or other animals. In a stick figure, the head is represented by a circle, The arms, legs and torso are all represented by straight lines. However, if one wanted to show emotion, simple additions can provide facial expressions, such as inward-pointing "eyebrows" showing anger, or widened "eyes" for fear, but many stick figures lack noses, mouths, or have no facial features displaying absent or ambiguous emotional expression.

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Groom Presents Ring to Bride Stick Figure Groom with Garter

Chalkboard / Dry Erase Board / Whiteboard Advantages: Inexpensive, easy to use, widely available Disadvantages: Chalk dust, may require practice and prep work to use effectively

Session 1 - Short Course in Basic Teaching Skills 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. 15:10 Introduce as above Ask for additional points from the floor. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills 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 DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills OVERHEAD PROJECTOR Selecting Text Avoid overcrowding Avoid continuous prose Bullet or numbered points preferred KILLS Keep It Legible, Lean and Simple DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills OVERHEAD PROJECTOR Keep words to a minimum: Please observe the rules prohibiting the combustion of vegetable material and the exhalation of noxious fumes in this auditorium. NO SMOKING DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills OVERHEAD PROJECTOR Tables are best avoided: DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills OVERHEAD PROJECTOR Use Charts/Graphs instead: DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills 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 Check to ensure pax know what “serif” means. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills 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. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning

Session 1 - Short Course in Basic Teaching Skills OVERHEAD PROJECTOR 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). 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. DCU Office of the Dean of Teaching and Learning Office of the Dean of Teaching and Learning