by Norman Eng
I actually make it a point to teach students, particularly first- or second-year undergraduates, how to take notes.
Why? When students are forced to "retrieve" information— by summarizing, repeating, or paraphrasing what has been presented—you improve the odds that the content sticks. Retrieval practice, a popular technique discussed
in Chapter 4, is critical when you cover lots of information. If you feel compelled to give students a copy of the slide deck, pair it with regular opportunities for retrieval practice (at least twice a session).
Q. All these suggestions are great, but I have no time to make my slides "viewer-friendly." What can I do?
A. On the one hand, it's easy for me to tell you to invest time in your slides if you want engaged audiences. And it's true. However, the bigger question is: Do you have to use slides? Is it required, or are you simply following convention? Sometimes other non-slide methods are better. A discussion, for instance, can be equally as effective, provided you give students an outline for note-taking. Remember, some of the best presentations don't use slides (see Ken Robinson's TED Talk, mentioned in Chapter 1).
Audiences, particularly those within a classroom setting, can often be better served without slides. Same with faculty at department meetings. The point is to question conventional wisdom and put audience engagement first.
For busy professors, the most efficient way to design slides is to create a summary and outline first, as I've shown in Chapters 2 and 3, which focus on what you want audiences to come away with, and then design a way of making sure that happens—it could be with slides; it could be without.
Don't get stuck on convention. (And never use slide templates!)
Q. Where can I get high-quality, royalty-free visuals for my slides?
A. Most of us probably just search for images in Google (or other search engines). Yet most of those images are not public domain or creative-commons licensed, meaning they are protected by copyright law. Copyright owners can ask you to remove the photo or even sue you (however unlikely). If you're using the photos for commercial reasons, then you definitely need to be careful. Consult a lawyer if necessary.
As a general rule, assume that any image you find on the internet is covered by copyright. Many stock photography websites, however, grant what's called a creative-commons (CC) license, which means as long as you follow their
rules (such as giving credit to the creator of the image somewhere on your slides or linking the image to the owner's website), you should be able to use their picture.
For Google Images, you can filter your searches to only look for images that are labeled for reuse.
When searching for pictures of Socrates, I click on Tools (circled) > Usage rights > Labeled for reuse with modification (select whichever filter fits your need)
You can do the same with websites like Flickr.com, which I also recommend as a photograph repository.
With photos on Flickr.com, filter your images by clicking on Any license (upper left hand corner) > All creative commons
An alternative is an aggregator site like search. creativecommons.org. There, you can enter your search query and it will comb through Google Images, Flickr, Pixabay, and other image sites to find creative-commons licensed pictures. You can even add CC Search to your web browser.
The creative commons search page (https://search.creativecommons.org)
But there are other free sites that offer royalty-free images of high quality. Unsplash (unsplash.com) is one of them. Others include Canva Photos (canva.com/photos/free) and Free Images (Freeimages.com or Freeimages.co.uk).
The Library of Congress also offers lots of high-quality (and "old-school") pictures that are public domain, which means anyone can use them. A tremendous resource. Topics range widely, from bridges to holidays to jazz to presidential portraits.
The websites above are simply my recommendation for photos that look a little more inspired than the ones we often see in poorly designed websites and brochures.
Aside from stock photos, consider using graphic icons, those little black-and-white symbols representing . . . well, everything. Anything you could want. Icons strip away all the potential distractions of photos. Say you want to display a smartphone in your slide. A photo may show a particular brand of smartphone that may simply add to the cognitive load, with all its apps. Using icons can streamline the user experience.
Photograph of a smartphone (by Sara Kurfeß on Unsplash)
A simple graphic icon of a smartphone
Microsoft PowerPoint has graphic icons built in as of 2018, which is long overdue (go to Insert > Icons). Just make sure you update to their latest version. You can choose from categories like technology, communication, education, arrows, art, food and drink, and more (see examples below). You can even change icon colors and resize them. Just know that PowerPoint's choices of icons are limited. What if you want an icon representing, say, equality or community?
You can find graphic icons on many websites, like Icons8 (Icons8.com), or Flat Icon (flaticon.com), or The Noun Project (thenounproject.com). However, there are limitations. Some sites will only allow you to download icons in lower pixels (e.g., 24 or 96 px), which is fine for most slides. Other sites require author attribution, which means you have to credit the author/creator with a link on your slides. Still others limit the icon color you can download to black.
But again, for most slide presentations (particularly those given in the classroom), these limitations aren't a big deal.
If you want more flexibility, however, you can always pay. I use graphic icons not only in my slides, but also in assignment handouts, my syllabi, website, conference posters, and books. If you have wider needs like me, I recommend choosing the premium model (i.e., subscribing for access on a monthly or annual basis).
PRO TIP!
If you need flexibility with your graphic icons, I recommend The Noun Project. It has millions to choose from, it's easy to navigate, and it's only US$20/year for educators as of 2019 (normally $40/year).
Graphic icons at The Noun Project (https://thenounproject.com)
Q. What are the best fonts to use in slides?
A. Readability is the most important criteria, according to instructional designer Nina Kim (our guest expert in Chapter 5). As such, avoid decorative fonts like Papyrus or Brush Script and those that are overused (e.g., Comics Sans, Arial, and Times New Roman).
You might want to also consider whether to use serif or sans serif fonts. Serif fonts have small lines or extensions at the end of the letter, which gives them a more traditional look (see circled below). Popular serif fonts include Times New Roman, Georgia, and Baskerville. Sans serif fonts, on the other hand, have an unadorned look, which makes it appear cleaner and more modern. Popular ones include Arial, Helvetica, Calibri, and Lucida Grande.
There's debate about which one is more readable, which can impact the user experience. Some think the "feet" of the serif make each letter distinct, whereas others believe the extra flourishes can impede readability at smaller sizes. If you were an audience member sitting at the back of the room, which of the below would be slightly easier to absorb?
Two commonly used fonts in PowerPoint: Times New Roman (serif font) at left, and Calibri (sans serif) at right. Which slide is easier to read?
I prefer sans serif fonts, as does Nina. They're modern and popular today. Other fonts available in Microsoft Office that she recommends include Century Gothic, Franklin Gothic, and Trebuchet.
Q. How should I title my presentation?
A. When audiences walk in and see your opening slide, the UX (user experience) officially begins. You want your opening title to intrigue, to build anticipation. Even if your topic is mitosis. You know who writes great titles? Marketers and journalists. Getting and holding attention is part of their job, since 55 percent of online users spend fewer than fifteen seconds actively on a web page.47 Engagement is a perennial challenge, and it starts with a captivating title. Here are three ways to d
o this.
Phrase the title as a question. A question automatically draws people in, because it's got to be answered! The best ones, however, tap into what people are already thinking—"joining the conversation already happening in the customer's head," as marketers say. That connection gives you the advantage. All the resistance or skepticism (which is sometimes the case when students feel forced to attend classes) melts away.
One of my clients, Michelle, an accounting instructor, recalled how she originally titled her presentation Tax Credits and Tax Deductions, which, admittedly, is fairly boring. By simply rephrasing the topic as a question (What's the Difference Between Tax Credits and Tax Deductions?), Michelle potentially taps into our insecurities about taxes— namely that we wished we knew more. Furthermore, she creates an expectation for an answer. In this way, questions create focus.
Use how-to's. Some of the most-read articles online are "how-to" articles (e.g., How to Earn Passive Income, How to Spend Less While Traveling, etc.). They tap into our desire to improve ourselves. How can you improve your audience's lives? Titles like How to Improve the Quality of Your Patients' Care (as opposed to the straightforward title Patient Care) or How to Write a Résumé that Gets Employers to Call You Back (rather than Résumé Writing 101) can intrigue and capture attention.
Employ lists. People love to read "listicles" (e.g., 20 Ways to Earn More Money, The 5 Vegetables You Need to Eat, etc.). Maybe it's because they cut through all the fluff and just "give it to you straight." The best listicle headlines, of course, relate to something the audience cares about. In academic presentations, there are plenty of opportunities to employ lists: Which of These 9 Forms of Intelligence Do You Have? The 5 Dimensions of Personality that Shape Your Life. Wherever possible, provide value in the headline.
Q. Any final (awesome) tips that will polish my presentation?
A. Yes. First, try Presentation View. While you should practice, practice, practice your speech (more about this later), use Presentation View if you have a lot to remember. This mode allows you—and not the audience—to see
the upcoming slide, elapsed time, and notes. All on your laptop. It saved my life as a new lecturer, especially when I didn't have time to practice! I still use Presentation View once in a while, although my default approach now is to practice my speech until it becomes second nature. You can find Presenter View under the Slide Show tab.
With Presenter View, audiences see only the slide (left), whereas on your computer you see the current slide, the next one, your notes, and more (right)
Second, invest in a clicker. Trust me—it's like night and day. Think again of the user experience. When you're stuck behind a podium, audiences forget you're there, since they are focusing on the slides. As such, you lose stage presence, a critical part of effective communication.
I use the Beboncool Wireless Remote Presentation USB clicker, but there are many options to choose from. They will change your game.
Finally, practice your presentation by scripting your speech. Yes, literally write out the whole thing—not just bulleted notes on index cards. While some people [think they] are good at delivering off the cuff, most of us benefit by rehearsing a lot and memorizing. And much has to do with getting the timing right. I write out how I introduce myself (during conferences and workshops, for instance), my jokes, and even informal language (e.g., "gonna" instead of "going to"; "shouldn't" instead of "should not"; and the occasional well-timed use of the word "shit").
Teleprompter apps like iPrompt Pro and Teleprompter+ 3 may help, but honestly, nothing beats plain old practice and memorization. It's the not-so-secret secret to powerful communication and presentations.
45 For a step-by-step procedure of affinity mapping, read my article at https://normaneng.org/reviewing-for-finals-try-affinity-mapping/ (Eng, 2018, December 10)
46 Developed by Walter Pauk at Cornell University (see Pauk & Owens, 2013)
47 See: http://time.com/12933/what-you-think-you-know-about-theweb-is-wrong/ (Haile, 2014)
CHAPTER SUMMARIES
CHAPTER-BY-CHAPTER SUMMARY.
Here you'll find the book's distilled highlights, including a short summary, excerpted quotes, pro tips, and videos—all in one easy-to-find place.
Enjoy.
Chapter 1.
YOUR MINDSET.
KEY INSIGHT.
Think of PowerPoint as documentaries.
SUMMARY.
Your presentation goal (and approach) is to get your message through in the shortest possible time by thinking of PowerPoints as documentaries.
VIDEO 1.
Watch the preview of Ken Burn's documentary The Civil War (1:03). See how the narration and visuals integrate into a seamless learning experience?
https://youtu.be/IztrtVmthfM
VIDEO 2.
Watch Sir Ken Robinson's "Do Schools Kill Creativity?" TED Talks speech without slides, which has been viewed over 53,000,000 times—one of the most popular presentations of all time.
https://youtu.be/iG9CE55wbtY
Chapter 2.
YOUR MESSAGE.
KEY INSIGHT.
Create a "one-sentence takeaway."
SUMMARY.
When defining your main message, figure out Why people need to hear that message. That's what people care about. Without addressing it, you will sound like every other presenter.
KEY QUOTES.
Teaching is not about "covering." It's about "uncovering."
The textbook is responsible for covering everything. You're responsible for magnifying the most important parts.
ONE-SENTENCE TAKEAWAY TEMPLATE.
By the end of the presentation, audiences will be able to [know or do XYZ], so that [their lives will be improved in XYZ way].
PRO TIP.
With classroom presentations, add a How to your one-sentence takeaway. This answers the question, How will your students learn the content? This is the method, strategy, activity, or tool you want students to use.
For instance: Students will be able to evaluate the credibility of online sources (the What) by using the "triangulation" method (the How), so that they make better buying decisions (the Why).
The How specifies the actual learning that takes place.
Here, the "one-sentence takeaway" evolves into more of a "one-sentence lesson plan." It crystallizes the three most important parts of your presentation: 1) What students need to know (or do); 2) How they will learn this; and 3) Why they ought to learn this. Chapter 4 helps you flesh out your How.
Chapter 3.
YOUR OUTLINE.
KEY INSIGHT.
Start your presentation with the Why.
SUMMARY.
The Why—the purpose—is your new way to open presentations. When planning your outline, the first question you ask is: Why am I presenting [Topic XYZ]?
Your answer informs the opening. Find that hook! Once it is established, the content will follow. This approach may radically depart from the way you used to present, but your audience will be immediately engaged. You want them
to reach that moment of clarity—that "Aha!" moment, as presentation expert Jerry Weissman calls it.
But that won't happen when logic is employed at the start. The audience's primitive croc brains simply won't allow it. Get past that gatekeeper by being novel, simple, clear, and relevant. Connect, Instruct, then Apply.
KEY QUOTES.
Ineffective presenters fail because they communicate with the highly developed part of their brain (reasoning and logic) even though audiences receive the message using their primitive brain (fight or flight).
Relating your takeaway message to your audience's lives at the beginning is the single most effective way to 10X your presentation.
Your big revelation up front will sustain the rest of your presentation.
In a classroom, I highly recommend asking a question or posing a scenario as your opening hook. Both require students to get involved immediately.
Of the twenty t
hings you want to cover today, students won't remember more than a few.
PRO TIP.
If you pose a scenario (or anything longer than a sentence), don't post it on the slide and read it to the audience. They lose focus as their eyes and ears compete to read and listen at the same time. Do one or the other. Verbalize the scenario out loud (yes, memorize what you're going to say) or post the text on the slide and stay silent as the audience reads it to themselves.
Chapter 4
YOUR INTERACTION.
KEY INSIGHT.
Insert audience interaction every ten minutes.
SUMMARY.
When planning the content part of your presentation, think about involving every single audience member in some way. That's the gold standard for participation. The rules shouldn't change even for conference presentations. Asking attendees to raise their hands for an informal survey or dividing into small groups to discuss their thoughts about a topic and then sharing with the rest of the audience (much as students would in a turn-and-talk) can liven any presentation. Even if it's focused on research.
KEY QUOTE.
The standard for effective classroom participation isn't to get some students to talk. It should be to get everyone actively involved.
PRO TIP.
Use turn-and-talk when students aren't raising their hands. Sometimes I'll ask a question, realize that no one wants
to participate, and say, "You know what? Work out the answer with a partner." More hands will go up afterward, as students are better prepared.
Chapter 5
YOUR DESIGN.
KEY INSIGHT.
Consider the user experience (UX).
SUMMARY.
Good design should never be about making slides "pretty." It's about reducing the friction to understanding and learning; it's about improving the overall user experience. In many cases, simply distilling your ideas and distributing them across multiple slides will fix a majority of your PowerPoint problems.