Archive for the ‘PowerPoint’ Tag

Generational Experiences, Memories, and Knowledge   Leave a comment

Tomorrow I will begin to teach my Fall Semester 2018 sections of United States History I (through 1877) at the Oconee Campus of the University of North Georgia

Whenever I prepare lessons, I think about generational experiences, memories, and knowledge.  The birth years of my students range from 1995 to 2001, with the greatest concentration of in 1999 and 2000.  Given that my memory reaches back to the 1970s, I am beginning to feel relatively old.  I find that PowerPoint is not a useful tool for teaching history; besides, most people who give PowerPoint presentations seem just to read their slides.  (I can read slides; why are people reading them to me?)  Neither do I teach from a script.  No, I teach from skeletal notes.  This means that, after I prepare and as I teach, I speak not quite extemporaneously.  I understand the material, but have no prepared comments.  This means that I have to watch my references.

Technological and cultural references are especially tricky.  I recall that once I confused a student when I said “typewriter.”  My Saturday Night Live references from the Dana Carvey-Phil Hartman era fall flat as nobody recognizes the reference to the Church Lady.  (“Isn’t that special?” “Could it be Satan?”)  These students have no memory of the terrorist attacks of September 11, 2001.  Most of them have little sense of historical perspective; the 1990s might as well be ancient history for them.  If they do not remember it, it is ancient history, by their standards.  Books seem to be objects of curiosity for many of my students, who are addicted to screens anyway, and who mistake searching via Google for conducting research.

I come from a certain bookish background and a particular time.  Nine thick dictionaries and a thesaurus are on my desk.  I do not need nine dictionaries, but I like them.  The smell of old paper inspires great joy in me.  I like to hold a book. read, and turn pages.  I have no television or streaming service, and want none.  Days pass without me turning on my television set.  I enjoy screening foreign art movies as well as Marx Brothers films.  The original, British version of House of Cards (all three miniseries) is superior to the American version, I know.  Torchwood:  Children of Earth breaks my heart every time I watch it.  Tom Baker is the best actor to have played the Doctor; that is obvious.

I perceive the world differently than my students do partially because I have more and different experiences than they do.  My students are, for better and worse–hopefully more of the former than the latter–part of the future.  I hope to contribute to the shaping of that future, for the better, as I pass on to my students much of what I know.

KENNETH RANDOLPH TAYLOR

AUGUST 19, 2018 COMMON ERA

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Course Evaluations and Classroom Technology   Leave a comment

Especially Regarding PowerPoint

Spring Semester ended recently.  Nine days ago the contents of my students’ evaluations of me and of my course became available to me.  I, as a classroom instructor, was understandably curious about their ratings and comments.  Over the years I have found them to be (A) generally quite different from the depiction of me at ratemyprofessor.com and (B) occasionally helpful, occupying the category of constructive criticism.

Usually, though, I have found these course evaluations to be mostly useless.  For example, I copied the course objectives verbatim from the university and pasted them into my syllabi, yet some students thought I had not stated the course objectives clearly in those documents.  Also, I critiqued drafts of essays whenever students asked me to do so, but one pupil criticized me for having no involvement in assignments outside of the classroom.  Furthermore, I organized the material (as many students acknowledged) yet some accused me of being disorganized in my teaching.

My interpretation of the last criticism is that those who wrote it really meant that they would have preferred for me to have used PowerPoint in the classroom.  But, as one student told me, he was grateful that I did not use that technology.  He had become accustomed to copying PowerPoint slides for other courses and had found that procedure mind-numbing.  He enjoyed my emphasis on analyzing the material, he said.

Technology is useful is my lessons.  I enjoy being able,  for example, to show my students the full text of the Stamp Act (1765) and to use a website to adjust historical dollar amounts for inflation.  However, PowerPoint is useless in my classroom.  I recall that almost every PowerPoint presentation to which someone has subjected me has entailed he or she reading the slides.  PowerPoint is a useful tool in certain settings and for some subjects, but I avoid the technology.

Besides, my teaching style is not amenable to reading from a script, notes, or PowerPoint slides.  No, my instructional style is more discussion-based.  I master the germane material, follow skeletal notes that function mostly to remind me to cover certain topics, and use my memory.  I speak authoritatively and from my knowledge.

This style, I know, is foreign to many students, spoon-fed notes (often via PowerPoint) for years. I want them to think critically, however.  I know that this exceeds the capacity of many of my pupils.  This is not entirely their fault, but I must raise the bar, I know.  I realize that I will do them no favors by not raising the bar.

I found no constructive criticism in the course evaluations this time.  I did, however, learn how oblivious some of my students were to objective reality and how dependent upon PowerPoint they were.

KENNETH RANDOLPH TAYLOR

MAY 24, 2017 COMMON ERA

Posted May 24, 2017 by neatnik2009 in University of North Georgia

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