Alien Pedagogy

If there’s one thing that wasn’t taught to me in teacher college, it’s visual design. How hard is it to look at the assignments and handouts we give?

This year, I’ve taken over Moodle courses from a departing teacher. Her resources are excellent, but the screen is a mess — so many horizontal bars and varying colors. There’s nothing predictable or consistent about the page that makes finding information easier. It took me almost an hour to get rid of all these distractions and eye-sores — how long did it take to create them?

To be honest, my design skills are awful. So I offer these tips quite humbly:

• Be predictable — Use consistent backgrounds, titles, and fonts
• Run to the Right – Serif fonts
• Draw the eye down the paper — Indented sections are better than horizontal lines
• Don’t do more than you need to — Any one of bold, italics, or underlines will be sufficient

A great deal of discussion is devoted to the clarity of language and expectations. Does anyone have any resources related to visually designing an assignment?

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If you’ve never considered design, here are some links to get started:

• Give power to designers – Utko on Ted
• Steve Jobs on beautiful typography (about four minutes in)
• “How Not to Use Power Point” – Of course
• Dy/Dan’s design entries

I did a Ticket Out of Class yesterday and almost every student commented that they liked the wide range of activities that we do in class. Our activities rarely last longer than fifteen minutes.

You can find many fast activities online. To begin, click here.

Here are some practical things that I try to do to make my activities effective:

For learning:

• Clear instructions
• Clear time limit given for the task
• Clear statement of purpose / learning goal
• Collect formative assessment through notes or stats
• All students should be given the chance to do the activity — so anyone who plays pictionary should do so in small groups rather than as a class.

For management and motivation:

• Strong transitions
• Strong teacher presence in the classroom
• Use activities that speak to many skills (reading, writing, visual representation, etc.)
• Return to previous activities
• Create rapport by circulating

For a longer-lasting impact:

• Students should share what they produce with each other
• Students should reflect on what they have done
• All activities should be closed with a clear restatement of purpose

On the whole, I find that having a wide range of activities adds pace and energy to my lessons.

I’m monitoring the extra-curricular Reading and Writing Club, a student group. Yesterday we had an activity fair in the school hall, filled with students yelling out for people to join.

We displayed our writing and then sat in a circle reading.

We stood out.

More and more, I find myself trying to break students from falling back on bad Power Point presentation habits. I do think students should present with a visual aid, but that aid should be an aid — not the presentation.

So at the start of our current unit, I asked students several questions. One was “what is more important in delivering a great presentation: the slide or the person speaking?”

Every student said the person. So I asked this:

How often do we spend more time preparing the slides than our conducting research or rehearsing our speech?