ency to keep a room dark when using instructional media. With the lights out it is hard to see their reaction and to watch their body language so that you can properly react to their needs.

When using audio equipment, ensure all participants can hear the material. Turning the volume up for one participant may make another participant uncomfortable. Instead, see about sitting the participant who cannot hear closer to the source.

Use of instructional media can be a great supplement to

To follow up on our recent newsletters, our third method of losing control in a training session happens when we expect our instructional media to do the training. There is a tendency to allow the movie/slideshow/PowerPoint to do the teaching for us.

A common student complaint is that they do not feel like they get anything out of the material. Reasons for this could be because there was no explanation of what they should be looking for, no understanding of the subject matter, or that the material was simply boring. It is important for you to assess the students learning, and for the students to understand how they can apply the material to their learning.

A good rule of thumb is to use instructional media to compliment your presentation, not to replace it. You and your students are the strongest tools you have!

Here are a few general guidelines you may want to follow when adding media to your presentation:

PowerPoint presentations should be used as a backdrop or a cue card. The slides should be short and concise, listing bullet points. Remember that a visual learner will be reading everything on the slide and if you have too much information, they will not be listening to you.

Always prepare a backup plan. If a bulb dies or the movie won’t work, how fast can you repair it and what alternatives do you have for teaching the material? It is not the preparation that the students will remember; it is your reaction to the problem. Technical difficulties happen: use teacher finesse to find a creative solution to the problem.

Do not expect the instructional media to do the teaching. When using movies, discuss with the students what you expect them to observe and learn, and how it will help them to understand the material. Don’t be afraid to pause the movie to discuss parts of it, answer questions or to make a further illustration.

Ensure that students can see the materials clearly and that you can see their reaction to the materials. It is a natural tendency to keep a room dark when using instructional media. With the lights out it is hard to see their reaction and to watch their body language so that you can properly react to their needs.

When using audio equipment, ensure all participants can hear the material. Turning the volume up for one participant may make another participant uncomfortable. Instead, see about sitting the participant who cannot hear closer to the source.

Use of instructional media can be a great supplement to

s simply boring. It is important for you to assess the students learning, and for the students to understand how they can apply the material to their learning.

A good rule of thumb is to use instructional media to compliment your presentation, not to replace it. You and your students are the strongest tools you have!

Here are a few general guidelines you may want to follow when adding media to your presentation:

PowerPoint presentations should be used as a backdrop or a cue card. The slides should be short and concise, listing bullet points. Remember that a visual learner will be reading everything on the slide and if you have too much information, they will not be listening to you.

Always prepare a backup plan. If a bulb dies or the movie won’t work, how fast can you repair it and what alternatives do you have for teaching the material? It is not the preparation that the students will remember; it is your reaction to the problem. Technical difficulties happen: use teacher finesse to find a creative solution to the problem.

Do not expect the instructional media to do the teaching. When using movies, discuss with the students what you expect them to observe and learn, and how it will help them to understand the material. Don’t be afraid to pause the movie to discuss parts of it, answer questions or to make a further illustration.

Ensure that students can see the materials clearly and that you can see their reaction to the materials. It is a natural tendency to keep a room dark when using instructional media. With the lights out it is hard to see their reaction and to watch their body language so that you can properly react to their needs.

When using audio equipment, ensure all participants can hear the material. Turning the volume up for one participant may make another participant uncomfortable. Instead, see about sitting the participant who cannot hear closer to the source.

Use of instructional media can be a great supplement to

e slides should be short and concise, listing bullet points. Remember that a visual learner will be reading everything on the slide and if you have too much information, they will not be listening to you.

Always prepare a backup plan. If a bulb dies or the movie won’t work, how fast can you repair it and what alternatives do you have for teaching the material? It is not the preparation that the students will remember; it is your reaction to the problem. Technical difficulties happen: use teacher finesse to find a creative solution to the problem.

Do not expect the instructional media to do the teaching. When using movies, discuss with the students what you expect them to observe and learn, and how it will help them to understand the material. Don’t be afraid to pause the movie to discuss parts of it, answer questions or to make a further illustration.

Ensure that students can see the materials clearly and that you can see their reaction to the materials. It is a natural tendency to keep a room dark when using instructional media. With the lights out it is hard to see their reaction and to watch their body language so that you can properly react to their needs.

When using audio equipment, ensure all participants can hear the material. Turning the volume up for one participant may make another participant uncomfortable. Instead, see about sitting the participant who cannot hear closer to the source.

Use of instructional media can be a great supplement to

finesse to find a creative solution to the problem.

Do not expect the instructional media to do the teaching. When using movies, discuss with the students what you expect them to observe and learn, and how it will help them to understand the material. Don’t be afraid to pause the movie to discuss parts of it, answer questions or to make a further illustration.

Ensure that students can see the materials clearly and that you can see their reaction to the materials. It is a natural tendency to keep a room dark when using instructional media. With the lights out it is hard to see their reaction and to watch their body language so that you can properly react to their needs.

When using audio equipment, ensure all participants can hear the material. Turning the volume up for one participant may make another participant uncomfortable. Instead, see about sitting the participant who cannot hear closer to the source.

Use of instructional media can be a great supplement to

ency to keep a room dark when using instructional media. With the lights out it is hard to see their reaction and to watch their body language so that you can properly react to their needs.

When using audio equipment, ensure all participants can hear the material. Turning the volume up for one participant may make another participant uncomfortable. Instead, see about sitting the participant who cannot hear closer to the source.

Use of instructional media can be a great supplement to almost all training sessions, provided it is used in a manner which enhances understanding of the material.