Creating Effective PowerPoint Presentations – Facilitator’s Guide

Slide#

1 90 Minute Session
Traditional – Computer Lab
Hands-On – Interactive Session
Available to Faculty & Staff
Skill Requirement – Beginner to Experienced
Equipment Required:
Facilitator – Microphone, computer w/web access, LCD projector
Learner – Microphone, computer w/web access

Note: Always verify that the presentation uses the same version of
PowerPoint as found on the computers the learners will be using. Also,
make sure to verify that all PowerPoint functionalities work correctly to
reduce the likelihood of technical issues arising during the session.

2 Course Outline – Objectives

Facilitator states: Upon completion of this session, learners will be able

to
1. Develop or modify a PowerPoint presentation that integrates
visual learning strategies
2. Create a PowerPoint slide using PowerPoint tools including media
and infographic integration

Facilitator states: This presentation models best practices in designing

PowerPoint presentations as well as provides useful information and
application opportunities. You will learn 1) Why visual learning is an
effective form of teaching, 2) The basics of creating a visually pleasing
PowerPoint presentation, 3)How to integrate media components into
your presentation, 4) How to create and embed infographics into your
presentation.

3 Show the slide and prompt discussion of the learners’ experiences with
PowerPoint presentations in the past as a learner themselves or as the
presenter. This is important in making connections to previous
experience and background and illustrates why effective use of
PowerPoint is important.
4 Show slide and continue to discuss learner experiences.

Facilitator states that PowerPoint should not be used as a script. It

should be used to enhance the presentation. The script can be added to
the note section if needed.

5 - 11 Slides 5 - 11 model how effective chunking of text and meaningful

graphics can create a more engaging and interesting presentation that
allows for quicker processing of information and better retention.

Trainer does not speak during these slides. Pause at each slide to allow
the user time to process the information.

Do not discuss until after viewing all 6 slides. These slides model how
powerful images can be useful in conveying a message and how quickly
the learner/audience can process content when well developed.

Allow discussion amongst learners after viewing all slides.

12 Facilitator explains that this electrodermal study conveys information

about cognitive function of the brain. It’s important to do something
“Active” with information to move it from short term memory to long
term memory. Discuss the cognitive function of the areas that are
outlined. Indicate very little cognitive function during a class that more
than likely utilized lecture only and very little learner engagement or
active learning opportunities. Point out high cognitive function during
studying, labs, and homework. Ask learners why they think there is more
cognitive function during labs and homework?

13 Facilitator reads slide and points out that chunking text is a best practice
in design. Do not overuse bullets or add too much text. Again,
PowerPoint is not the presentation script.

14 Interactive Component Introduction (Inquiry based)

Facilitator states that over the next few slides, the learner will choose
whether the slide should receive a thumbs up or down.
15 Ask the question - Is this a good or bad PowerPoint slide? Why?

Get the learner thinking about what creates a good slide before delving
into the content. This slide uses graphics to organize information well
allowing the brain to process the information faster. It introduces topics
the presenter will be discussing.

16 Ask the question - Is this a good or bad PowerPoint slide? Why?

The learner should identify that there is too much text on the slide.
Colors are also not the best choice. Minimize text and then the presenter
can expand the details.

17 Ask the question - Is this a good or bad PowerPoint slide? Why?

The learner should identify easily the issue of the slide and text color.
Explain that a presentation should be limited in the type of font style and
color used. Background and text color should contrast well and font style
should be easy to read. Not about flash!

18 Ask the question - Is this a good or bad PowerPoint slide? Why?

Nice use of graphics to organize information. Chunking text is ideal.

Leads to faster processing. Presenter can always expand information in
order to share more details.

19 Ask the question - Is this a good or bad PowerPoint slide? Why?

This slide could go either way. Not a lot of text which is good; however, it
should be stated that bullets should be used sparingly. The slide could be
improved by organizing it graphically.
20 Content (Modeling Best Practices)

Facilitator reads quote and points out how using appropriate images and
chunks of text are a great strategy.

21 Content (Modeling Best Practices)

Another example of chunking text but with shapes to organize

information instead of an image. The choice you make depends on the
information you are trying to convey.

22 The Basics Introduction

This section was developed to meet the needs of beginners. Ask the
learners if they have used these features as you move through them in
order to gauge if they need to be covered or if so, how deeply. Some of
these slides can simply be a prompt to add these components to their slide
as you move through them as a way to confirm that the learner knows how
to use these basic functionalities.

23 Facilitator toggles to the PowerPoint software to demonstrate how to

choose a theme and customize it. This process will be used for all
demonstration slides.

Learners are instructed to open up PowerPoint on their computers and to

follow along (guided practice). The learner should choose a theme and
customize it. This guided practice technique integrates active learning
and hands-on learning activities into the course to increase learner
engagement and knowledge retention. It will be utilized consistently
throughout the training session.

24 Facilitator demonstrates how to save and explains why it is important to

save often.

Facilitator demonstrates how to insert slides.

Learners follow along on their own computer confirming their ability to

use these functions.
25 Facilitator demonstrates how to insert a text box and how to edit the
text. Mention to limit font styles and to ensure good contrasting colors
are chosen.

Learners follow along on their own computer confirming their ability to

use these functions.

26 Facilitator demonstrates how to right click slide components in order to

open the item menu and tools to make adjustments.

Learners follow along on their own computer confirming their ability to

use these functions.

27 Facilitator demonstrates how to create shapes and explains how shapes

can be used to graphically organize chunks of information. Makes the
slide more visually appealing and helps the brain process information
faster.

Learners follow along on their own computer confirming their ability to

use these functions.

28 Facilitator discusses example slide that shows how shapes can be used to
organize information and make it more visually appealing to the learner.

29 Facilitator demonstrates how to group different slide items in order to

move around more easily and to copy and paste. Also helps when adding
animation to a group when applicable.

Learners follow along on their own computer confirming their ability to

use these functions.
30 Project – Learners are to build this slide based on the content & tools
demonstrated previously. First formative assessment. 10 minutes.

Facilitator can pair learners so they can assist one another as they are
completing this short project. The facilitator should also circulate around
the room to be available to provide assistance if needed and to informally
assess understanding of the content thus far. Note if any areas need to
be retaught. If so, demonstrate a functionality again to ensure
understanding.

31 Facilitator demonstrates how to add animation to components. It should

be stressed the subtle animations are best. Also choose one or two
animations and continue to use consistently throughout the
presentation. These should not distract from the presentation.

Learners follow along on their own computer confirming their ability to

use these functions.

5 minute break

32 Digital Media Introduction

Facilitator states that in this section the learner will be shown how to
embed a variety of media into a PowerPoint slide. Media can have a
powerful impact on learning by catering to different learning preferences
and needs.

33 Facilitator will discuss the plethora of digital media available and how it
can be embedded into PowerPoint presentations. Discuss the benefits of
multi-modal learning and how it can lead to more learner engagement
and increased learning.

34 This digital media section, like the Basics section, may have components
that learners have used. Ask learners their experience with each tool as
you progress to determine the time that should be spent on each.

Facilitator demonstrates how to insert pictures into a slide and

manipulate the characteristics of the picture. Be sure to mention citing
sources. (Always a good practice.) Do not go into advanced tools. Let the
learner know that there are many functionalities that are available to
alter components but that this course will cover only the basics.
Encourage them to explore on their own time.
 Learners follow along on their own computer confirming their ability to
use these functions.

35 Facilitator demonstrates how to insert both YouTube videos as well as

videos that belong to the user.

Learners follow along on their own computer confirming their ability to

use these functions.

36 Facilitator demonstrates how to adjust video using the video tool bar.
Also demonstrate resizing the video window. It is important to mention
that if embedding a YouTube video that a connection to the web is
necessary.

Learners follow along on their own computer confirming their ability to

use these functions.

37 Facilitator demonstrates how to add narration to a slide. Mention that

the narration is saved to the slide, so if the slide order is changed, the
audio moves with the slide.

Note: If the computers the learners are using do not have a microphone,
that will need to be supplied by the facilitator.

Learners follow along on their own computer confirming their ability to

use these functions.

38 Facilitator demonstrates how to test audio to ensure good quality and

demonstrates how to adjust audio characteristics using the audio toolbar.
(Do not go too advanced with tools. Stick to the basics.)

Learners follow along on their own computer confirming their ability to

use these functions.

39 Project – Users are to build a slide with the components listed. First
formative assessment. 10 minutes.

Facilitator should remind learners to work with their partner so they can
assist one another as they are completing this short project. The
facilitator should also circulate around the room to be available to
provide assistance if needed and to informally assess understanding of
the content thus far. Note if any areas need to be retaught. If so,
demonstrate a functionality again to ensure understanding.
40 Infographics Introduction.

Infographics are another way to graphically organize information in a way

that makes it easier to process the information that is being conveyed.
Infographics are being vastly used in marketing today because of this.

41 Facilitator asks “What is an infographic?” and proceeds to expand on any

answers provided.

42 Facilitator states that the next several slides are examples of infographic
templates that demonstrate different ways to organize information and
that they will be available for the learner to use in their own
presentations. The learner can access this PowerPoint presentation with
the course files and can edit them to use in their own presentations.

43 - Move through each infographic slide talking briefly about each. This is a
55 good time to ask if they can think of any infographics they have seen
recently online, in print, or on TV. Ask them to keep an eye out for this
type of graphic information representation. (This helps the learner make
connections to previous knowledge and also will allow them to make
connections to infographics they are exposed to after course completion.
This aids in knowledge retention.)

56 The facilitator will state that many infographic templates can be found
online for PowerPoint and for print. The facilitator will visit the website
https://www.canva.com/ to show one example of a free infographics
generator.

Also encourage the learner to search Google images for examples of

infographics as well. This can provide resources as well as spark ideas
when creating slides in PowerPoint.

Learner can visit the site on their own computer.

57 Facilitator will state that infographics can be created within PowerPoint
using the SmartArt tools. The facilitator will demonstrate how to create
SmartArt and make customizations. (Keep customizations basic.)

Learners follow along on their own computer confirming their ability to

use these functions.

58 Project – Create the following infographic using SmartArt tools. 5-7

minutes

Facilitator should remind learners to work with their partner so they can
assist one another as they are completing this short project. The
facilitator should also circulate around the room to be available to
provide assistance if needed and to informally assess understanding of
the content thus far. Note if any areas need to be retaught. If so,
demonstrate a functionality again to ensure understanding.

59 Facilitator will review the tips to keep in mind when creating an effective
PowerPoint presentation.

60 Summative Assessment Options

1. Redesign one of the “bad” PowerPoint slide examples found in
this presentation and redesign using the techniques
demonstrated in this training session. (Slides available in the
course files.)
2. Redesign one of your own existing slides using the techniques
demonstrated in this session.

Facilitator should remind learners to work with their partner so they can
assist one another as they are completing this final project. The
facilitator should also circulate around the room to be available to
provide assistance if needed.

61 Facilitator asks the question, “What was your biggest Take-Away from
today’s session?”

Allow learners to reflect on and discuss what they learned today and how
they can start applying this new information. If the conversation does
not flow naturally to application, ask questions and guide the discussion
from what tools they liked best to how they can start applying. This is a
good strategy for them to begin thinking about usage which is essential
for longterm knowledge retention.
62 Facilitator will mention to learners where they can find support once they
leave the classroom. This can include the facilitator’s contact
information.

Microsoft Tutorials: https://support.office.com/en-

us/article/PowerPoint-2013-videos-and-tutorials-bd93efc0-3582-49d1-
b952-3871cde07d8a

Facilitator distributes and collects workshop evaluation.