Less PowerPoint - More To The Point

PowerPoint presentations can be a valuable learning tool but are too frequently relied upon too heavily by lazy trainers, becoming the default setting for all training courses:

  1. Load the presentation
  2. Read from the script.
  3. Any questions?

Most people who have endured this style of delivery recognise that not only is it inefficient, it can actually be detrimental to the learners, disengaging interest and reflecting poorly on the overall quality of the course.  Yet time and time again we see the same common faults:

  • The trainer reads a script which mirrors the slides word for word, giving the impression the trainer does not understand the topic, does not understand how to teach or simply cannot be bothered to teach from in any other format.
  • Each slide is crammed with text, making them a visual turn-off, countering their very purpose.
  • 'Novelty clip art' is used to break-the-ice but instead make the presentation look cheap and less credible.
  • The sheer quantity of slides leads to repetitious speak-and-click from the trainer, who is no longer teaching, merely narrating.
  • The rigidity of the script does not allow for any deviation or engaging conversation.

But is still happens on all kinds of training courses.  All over the world.

At REAL First Aid all of our courses are entirely PowerPoint free.

 

So how do we do it?

We have expanded on our use of motivation, scenarios, casualty simulation and technology elsewhere but on a Real First Aid course you can also expect:

  • Learning environments which are conducive to learning (1)
  • 'Peak Experiences' engineered to encourage success (2,3)
  • Variety of learning methods including lecture, discussion, group activities, formative and summative assessments, demonstrations, practical exercises.   But no cheesy ice-breakers.
  • Peer assessments and peer-to-peer teaching
  • Clearly stated objectives and outcomes (4)

 

To really understand, you have to come on one of our courses and experience the difference.

 

References

  1. Atkinson RL, Atkinson RC, Smith EE and Ben DJ (eds)  (1993)  Introduction to Psychology.  Eleventh Edition.  Harcourt Brace Janovitch.  Fort Worth.
     
  2. Kyriacou, C.  (1995)  Effective Teaching in Schools.  Stanley Thorns Ltd.  Cheltenham.
     
  3. Csikszentmihalyi M.  (2002)  Flow: The Psychology of Happiness: The Classic Work on How to Achieve Happiness.  Random House.  London
     
  4. Race, P.  (1998)  ‘Creating a Thirst For Learning’.  in Brown, S.  Armstrong, S. and Thompson, G. (eds)  Motivating Students.  Kogan Page.  London.