PowerPoint can be a powerful way to outline the structure of a presentation, add visual emphasis, and make use of multimedia to show examples or illustrate a point. 

Students report that PowerPoint can be helpful, but that it can also be used in ways that distract them from what the instructor is saying or overwhelm them with a high-speed flow of information that leaves little time to think, reflect on their questions, or learn.

This Bulletin identifies considerations for making the best use of PowerPoint as a tool to support learning in your class.

• Use a standard font at a size that is easy to read from the back of the room (for most fonts, use 24-32 point)
• Too much information on a slide can be distracting.  Prune all extra words, and use the layout of the slide to organize information in meaningful chunks.
• Slide colors differ on computer screens vs. when projected. Stick to high contrast color schemes (i.e. gold on blue, black on white).
• Graphics, animation, and images can help enliven, clarify, or highlight material.  Use these elements to give emphasis or direct attention to particular parts of the slide.  However, using them as frills will distract more than it will help.

• Students learn new information more easily when they see how it is organized.  Therefore, it can help to have:
  • One slide with a lecture overview
  • Introductory slides for each key chunk of the lectur
  • Concluding slides that present summaries, remaining questions, or next topics to be addressed
• Use slides to pose problems or raise questions for class discussion that will let you to informally assess student learning or lead into the next section of the lecture.

• Think of slides as a supplement to help students listen and take notes, not as a replacement for the lecture.  Use the lecture to elaborate on slides or add further examples.
• Avoid relying on slides as a replacement for your own lecture notes.  Use a separate set of notes to remind you of points to elaborate and relevant examples to cite.
• Students often appreciate being able to print out slides before class.  If you can make them accessible, students can use the printed slides as a guide for note-taking.
• Focus students’ attention by using slides to present images or attention-grabbing quotes that can help frame your questions or lead into the topics for the day.
• Comment on each slide that students are given, or return to slides later if time runs out.  Students are not likely to learn as much by simply reading the slide on their own.
• Give students sufficient opportunity to consider each slide.  They are seeing and hearing your lecture for the first time, and will need time to integrate concepts, follow an argument, or think through steps of a problem.
• Ask questions that check students’ understanding or prompt students’ further thinking.  Allow enough time for students to formulate and ask their own questions.
• To incorporate student participation and interaction (for example, while working out problems or eliciting comments during a discussion), be ready to record student input on the board or the overhead projector.

At CIDR, we can consult with you plan your class presentations and assess their effectiveness.  Call or e-mail to arrange an appointment with a CIDR consultant