Presenting the large
stationary image
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| Presenting
the large stationary image |
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| Start calmly | |
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Allow
students to absorb the projected image before giving explanations: |
wait
15 to 20 seconds (the time needed to activate the subject-related
parts of the brain; the long-term memory resides all over the brain) |
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Point
with a pencil to key points on the transparency, not to the screen.
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Thus
you remain facing your audience and can monitor its reactions. |
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| Provide information step by step | |
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Show
only that part of the transparency which is relevant at that point |
in time. This arouses student curiosity and leaves you clearly in
command. |
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Then cover the part already discussed and proceed by uncovering what |
follows. This creates a calm learning environment. Then present
the overview with the final impact by revealing the ENTIRE transparency. |
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By
the way, covering a part or parts of the transparency stimulates
both teacher and student, but do not overdo it. Trying to show only
a very small part of a transparency can be counter-productive. It
is more effective to show the entire transparency and use a pointer
to highlight the area where students should focus. A black bar on
the screen can also be used to direct students' attention to the
point where they should begin interpretation to get a logical build
up of understanding. |
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| Questioning is the key | |
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An
appropriate picture always enriches an explanation, even when you |
| are not directly referring to it. | |
The transparency acts as an eye catcher, creates a positive atmosphere
and aids retention. |
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Don't be tempted to give away the story too soon. |
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| Questioning is ALWAYS the best method because the overhead projector is first and foremost a medium for discovery learning. | |
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Ask a question, provide a few seconds "wait time" and invite a student |
| to respond. | |
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Let a student come forward to point out and explain an aspect of the |
| projected image. | |
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Let students unravel clues in the image. |
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Let students individually or in small groups design their own questions |
and answers. Let them take notes. Apply their questions when designing
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later
tests. |
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| The question method stimulates and activates the mind. Moreover, it prevents you from talking too much and from students listening too much. | |
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The
question method requires that the teacher is aware that asking questions
about a projected transparency is a lot more productive than telling
stories to it. Use the 20 second wait-time which students need to
gain a first impression of the image, to formulate an effective
question rather than to prepare your story |
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Questioning is the key
 Excessive exposure is damaging - keep the surprise effect. Show 3 to a maximum of 10 transparencies perlesson and ensure that you reveal them at the critical moment |