Sunday, October 9, 2011

Copyright Crash Course 3rd revision ppt 6340.64 Sonia Aldape

Throughout the book “They snooze you lose”, the author makes reference to images, music, and emotions. As I continue to better my presentation I find myself deleting more text and enlarging images to convey my message about copyright to my audience. The overall experience of presenting is to be able to connect with the audience whether it is with images that help captivate the essence of the content as well as music and words of encouragement. Having read these chapters makes me feel that I have been in a journey with the author by transforming the creation of my power point.

Chapter 9 synopsis "They snooze you loose"

Sonia Aldape

Chapter 9 Tapping emotion

Are we teachers teaching only content or are we also teaching students good citizenship? In this chapter, it mentions that many times our profession blinds us from touching the affective side of our audience or students. We must keep in mind that our love, kindness, and caring will project if we take a little time to listen to our audience and students. It is recommended that by using feeling words it will have a memorable impact on the audiences and students long term memory. Several web 2.0 tools are pointed out as awesome (wordle and slideshare) to implement the exposure of feeling words in the classroom. Therefore, the retention of the content will have long lasting impact because they will be able to relate with the content. “If the information somehow touches you personally, you’ll remember it.”1 Throughout the book it is suggested that by incorporating images, music and feeling words the overall presentation will have a greater impact as well as be a memorable experience for the audience.


Saturday, October 8, 2011

Chapter 8 synopsis "They snooze you loose"

Sonia Aldape

Chapter 8 Playing Music

Many people would agree that music will motivate and take you into another world. In this chapter of the book, the author demonstrates several real life instances in which a movie, play, and presentation stimulated the audience’s willingness to engage. “According to Weinberger, “to supply the actual emotional states and feelings [the audience needs] to identify with [the action] and the characters involved.”1 We must take into consideration that if music is selected to convey and support the presentation it will influence the receptiveness of the audience. Therefore, the music selected for the presentation must tap into the audience’s positive emotions rather than the negative emotions. It is also recommended that students must have consistency if music is played in the classroom for instance: same music to be played during learning and recall tests, the tempo of the music, and mood of the topic correspond to the music. In conclusion, if the music is selected thoughtfully, responsibly, and purposely the audience will walk away feeling enlighten and energized with information.


Chapter 7 synopsis "They snooze you loose"

Sonia Aldape

Chapter 7 Starting with images

Have you ever seen a picture or image posted and had to make an assumption about the message it is trying to portray. In chapter 7 the author describes how pictures and images help students retain information being taught in the classroom. As a teacher we are always looking for ways to improve student learning, so several activities are suggested using pictures to teach “point of view” and “inference”. “Research has found that visuals can improve learning, but only if they illustrate the point you are making,…if they tell a major part of the story as they communicate information through the visual channel in synch with your verbal explanation, but not when pictures are added for decorative effect.”1 When creating a classroom presentation it is recommended that you focus on the visuals that will be placed on the slides, the amount of text on each slide, and the size and placement of the image or picture. "Research has demonstrated that humans process visuals sixty thousand times faster than text."2 As a final point, it is without a doubt that if images and a small amount of text is used in the presentation there will be better retention in long term memory.

1 Atkinson, Cliff, Beyond Bullet Points (Redmond, WA: Microsoft Press, 2005), pp. 51, 53.
2 3M Corporation research cited in “Polishing Your Presentation,” 3M Meeting Network Articles & Advice, 2001[Online article was posted at :].

Sunday, October 2, 2011

Copyright Crash Course 2nd revised ppt. 6340.64 Sonia Aldape

I have again edited my copyright crash course power point for the second time, which has made me realize that every time I go back it can be improved. By inserting pictures in my slides on my second power point the words needed to be reduced which made it easier to recall the information. Some of the images that I inserted had humor which indeed catch your eye and make you aware of the information that need to come across. I will continue to improve my power point as instructed in my book.

Saturday, October 1, 2011

Chapter 6 synopsis "They Snooze you Lose"

Sonia Aldape

Chapter 6 Harnessing Humor

Laughing doesn’t cost a thing so as educators we must use this resource to connect and deliver content to our students. In chapter 6, humor is embraced and it is used as a tool for teaching to instill learning while having fun. The author mentions some activities that can be imbedded for students to acquire learning using laughter, doing the activity, and laughing even more. Humor can be used when teaching sections of a short story, stanzas of a poem or a song, and steps when following a recipe. “We want to reverse the current trend reported by Dr. Humor: “Preschool children laugh or smile on the average of over four hundred times per day, while adults over thirty-five only fifteen times per day.”1 As stated by the author, the next important characteristic of humor is getting the audience surprised (referred to as a detour during the presentation). Finally, humor is defined when focusing in the following: audience gets your jokes, shows emotion, and laughs with no control while retaining information being presented.

1 Robertshaw, Dr. Stuart, Dear Dr. Humor: A Collection of Humor Stories for All Occasions (La Crosse, WI: National Association for the Humor Impaired, 1995, p. 3.

Chapter 5 synopsis "They Snooze you Lose"

Sonia Aldape

Chapter 5 Making connections

Pictures say more than a thousand words. In Chapter 5, Lynell Burmark explains how as educators we must take the abstract and present information to the student in a concrete manner. It is easier for students as well as adults to relate to any kind of information if they are able to relate to real life experiences. The author gives some suggestions to provide students with concrete slides in a presentation that will build on prior knowledge. With technology being so advanced we are able to “Download images from the “Cloud That Look Like Things” page of the Cloud Appreciation Society’s website”1 Another suggestion is incorporating humor in the presentation, have sequence of events, digital flashcards, and an activity call 10:2. Students are successful in obtaining new information if it is presented concretely by using graphic organizer such as a Venn diagram to compare and contrast. Usually, at every conference or meeting the audience is compelled to sit at the very back but it the presenter is able to bribe them with items of interest they might respond in a positive way. Finally, the presenter must also take into consideration the region in which the presentation will take place for adjustment of language and gestures.