Worksheets and Checklists

A Checklist for Better PowerPoint Presentations

We've all sat through some pretty horrific PowerPoint presentations. Too much text. Tiny font. Confusing graphs. Dizzying slide transitions and effects. Cheesy clip art. Poor color combinations. The list goes on and on.

But don’t blame PowerPoint just because some slide shows are bad. Blame the presenter. When used appropriately, PowerPoint is an effective tool for increasing student attention and participation.

Here are a few basic guidelines for creating more effective presentation slides:

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Tools and Technology

Creating Accessible Video for the Online Classroom

Videos are being integrated more and more into the online classroom. However, they can create barriers for learners with hearing problems. If a student asks for an ADA accommodation for a video, you will be scrambling at the last minute to create a text supplement. That’s why it’s good practice to create a text supplement at the same time that you create a video.

Many faculty use separate transcripts to add text for hearing-impaired students. But this makes it challenging for a deaf or hard-of-hearing student to absorb the visual and auditory information simultaneously, as they need to shift back and forth between the images and text. The better way to create accessible video is with captions that appear within the video itself, allowing learners to read the text with the images. While captioning takes time, the steps are not difficult to master, and there are a variety of options for adding captions to online videos.

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Discussion Techniques

Three Simple Ways to Energize Online Discussions

Online course discussions are routine in online and blended classes, and they are gaining popularity in face-to-face courses as well. Proponents of online discussions tout that their use can help with community- and relationship-building, can push students to go deeper with course content and demonstrate critical thinking, and can allow students to share their knowledge and previous experience with course-related concepts and ideas.

Although the use of online discussions is becoming more common, I frequently hear faculty express concerns and challenges they have with them: the time it takes to read and grade each post, keeping students interested and engaged with the forums, and wrestling with how much they as instructors should be participating.

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Tools and Technology

Easy Content Creation with Whiteboards

A number of video types work well in an online environment, each with its own strengths that make it appropriate for teaching certain types of content. One of the most powerful types is whiteboard videos.

Whiteboards are basically blank canvases on the computer onto which you can write, draw, or place different sorts of content. The ability to draw is particularly helpful for instructors teaching quantitative courses, as instructors can write out equations freehand, rather than going through the laborious process of typing them onto a computer. But drawing can be used in other subjects as well. An art instructor can teach how to identify a particular painting style by placing images of different paintings on the whiteboard and circling their defining features while recording the lesson. Whiteboards also work for assessments. Students can demonstrate their understanding of a physics principle by recording themselves solving equations on a whiteboard while describing the steps. This allows the instructor to see whether an error in the student’s thinking has led them astray.

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Worksheets and Checklists

30 Tips for Writing Good Multiple-Choice Questions

Multiple-choice tests don’t get much respect. Maybe it’s because they’re associated with memorization, old-fashioned standardized tests, and other situations in which the answer is likely to be “C.”

Yet when properly designed, multiple-choice tests can be a vital addition to your testing tool box. Outlined here are 30 tips for writing good multiple-choice questions.

All the suggestions that follow stem from two basic precepts:

  • Remove all barriers that will keep a knowledgeable student from getting the item right.
  • Remove all clues that will help a less-than-knowledgeable student get the item right.

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online courses
Rubrics

Rubric Options for an Online Class

Athletes are often “graded out” by their coaches after a game, and they always know ahead of time the exact criteria that will be used to grade them. An offensive lineman knows that he will be graded on the number...

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Reflections

Classroom Practices that Support Introverts and Extroverts

Are our classrooms designed for extroverts? Introverts? Both?

Do we value extroversion over introversion? Or vice versa?

Do we attempt to turn introverts into extroverts? Or vice versa?

Do my classroom practices create opportunities for all students to contribute to learning?

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Worksheets and Checklists

Creating a Curriculum Map for Survey Courses

Introductory survey courses offer an overview of a broad topic or field of knowledge. They form the backbone of undergraduate education at most colleges and universities, and they also serve as the foundation courses for their disciplines.

An introductory survey course may be the only college-level course that non-majors take in the field, as well as the courses on which potential majors may base their decision of whether they will choose to major in that field. Despite their critical role in the higher education landscape, introductory survey courses are notorious for low rates of student achievement and satisfaction.

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Worksheets and Checklists

How Do You Study? A Questionnaire for Students

Good instructional decision-making rests on accurate information. And in the case of tests and exams, we should be seeking student input more often than we do. No, we aren’t asking whether they want exams or what kind of exams they like. We need to know more about their learning experiences associated with the exams.

We’re making decisions about exams mostly based on suppositions—how we think they’re studying. We rely on feedback provided by their performance. Those with poor exam scores didn’t study, or they didn’t use good study strategies, or were so stressed by the exam they couldn’t think clearly. Those reasons aren’t all the same—they have different instructional implications. Exam performance feedback is after-the-fact input. Feedback collected at other times can provide details that enable us to better use exams and the events that surround them to promote learning and improve performance.

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Worksheets and Checklists

Classroom Participation Strengths Inventory

Understanding temperament is very helpful in understanding the learning styles and approaches. So extroverts tend to prefer very high levels of external stimulation, tend to be energized by social activity, may avoid solitude, and are oriented to the outer world. Whereas introverts may easily feel overstimulated in social settings or exhausted by social activity. So they may seek solitude to recharge their batteries, and their orientation may be more likely to the inner world of thoughts and ideas.

Let's make the next connection to learning. In terms of preferences and in terms of the conditions in which students perform best, extroverts tend to prefer to work with others and learn with others, so project work, collaboration, group work, these are all preferences of the more
extroverted students.

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