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Chapter 13
PRESENTATION AIDS
In a media-saturated culture this chapter is essential. People generally learn and remember better
when the ideas they hear are presented with visual, and sometimes audio, as well as verbal support.
Because this chapter focuses on skills, you’ll find a lot of bulleted lists throughout. Have fun. This is
one of my favorite chapters, because I, not surprisingly, get to use lots of interesting visual aids to
present the information found here.
Chapter Goals
At the end of this chapter your students should be able to:
•
Explain the purpose of presentation aids
•
Create a plan for visual, audio, and multimedia aids
•
Choose specific presentation aids, including three-dimensional and two-dimensional visual and
audio resources
•
Determine the advantages and disadvantages using various presentation technologies
•
Apply principles of visual design
•
Understand guidelines for using visual aids
Chapter Outline
I.
Presentation aids are found in the forms of visual, audio, and multimedia support, not just
decorative additions to your slides or posters.
A.
Used well, they help and audience engage, understand, and remember information.
B.
Used poorly, audiences think you either lack skill or are not committed to the project.
II.
The purpose of presentational aids relates to dual coding theory; we use dual processing, so
hearing and seeing relevant images during a speech creates better retention.
A.
Presentational aids are important for clarifying ideas, providing emphasis, holding
attention, and appealing to a variety of learning styles.
B.
Determine where you need additional support for a concept that is hard to describe in
words alone.
C.
Ask where support would illustrate but is not essential.
D.
Find places where support could gain or maintain attention.
III.
Plan the best type of visual aids, not necessarily the ones that are easiest to make.
A.
Three-dimensional objects are useful, especially in demonstration speeches.
1.
Things to touch, smell, and taste can be incorporated into talks.
2.
Objects can be inappropriate (live animals) or illegal (firearms).
3.
Tips for using objects include:
a.
Be sure everyone can see the object, or provide individual listeners each with their
own object.
B.
Use a model when an object is an unrealistic choice.
1.
Scaled-down models depict large objects.
2.
Enlarged models can show objects too tiny for audiences to see.
C.
Use people—friends, audience volunteers, or the speaker.
D.
Two-dimensional visuals are many times more practical and appropriate than actual objects
or models and can be text-based or image-based.
1.
Lists are text-based visuals that rely on written words to communicate; tips include.
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a.
Don’t put too much information on it.
b.
Follow the six-by-six rule (only six lines, six words per line).
c.
Don’t write out sentences and read them to the audience.
2.
Image-based visuals rely on some sort of figures or pictures.
a.
Charts include flowcharts and organizational charts.
b.
Graphs include line graphs, bar graphs, pie graphs, and pictographs.
3.
Diagrams, drawings and maps can stand alone or serve to decorate or supplement other visuals.
a.
Drawings have many uses and can substitute for illegal, impractical, or unavailable
objects.
b.
Cartoons can add humor to a talk.
c.
Diagrams are line drawings or graphic designs that explain instead of realistically
depict an object or process.
4.
Maps visually represent spaces in a number of ways.
a.
Political maps show national and state borders; they can change rapidly during times
of political upheaval.
b.
Geographic maps show natural features like mountains or rivers; they don’t get quickly
outdated.
c.
Blueprints and floor plans are maps of buildings.
5.
Photographs are effective if everyone in the audience can see them.
a.
Don’t pass photographs around.
b.
Don’t show pictures from a book.
6.
There are four major types of graphs.
a.
Line graphs represent information in linear form.
b.
Bar graphs compare data from several groups.
c.
Pie graphs are especially good for showing divisions of a population or parts
of the whole.
d.
Picture graphs or pictographs are especially effective for data related to
objects or people.
IV.
Audio and video recordings take extra planning and preparation.
A.
Audio resources are especially good for topics relating to music, but creative thinking
can lead to other types of sound clips.
B.
Video resources can add to a speech as long as they supplement, rather than replace the
speaker’s words.
IV.
It’s important to plan the right type of presentation technology.
A.
Presentation software and LCD or DLP projectors are very common.
1.
Used in a speech, PowerPoint or prezi require a data projector.
2.
Not everyone uses presentation software effectively.
3.
Follow tips for using presentation software:
a.
Include visuals in your presentation plan.
b.
Simplify and remove unnecessary words or images.
c.
Use only high-resolutions that display clearly.
d.
Create slides first in black and white, adding color sparingly to emphasize
significant points.
e.
Rehearse without slides at least once to ensure they don’t substitute for your
message.
B.
Document cameras or visual presenters are readily available and easy to use.
1.
Before you begin speaking, turn on and adjust the focus, then turn it off until you are
ready to use your visual.
2.
Draw listener’s attention by pointing on the visual, not on the screen.
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3.
If you use a visual to highlight material repeatedly, use a blank transparency over the
material and mark on that using wet erase markers to keep your originals clean.
C.
Chalkboards or whiteboards are standard equipment in many settings.
1.
They are good for explaining unfolding processes.
2.
They aid in informal, speaker-audience interactions.
3.
They have three major drawbacks.
a.
Visuals can’t be prepared carefully beforehand.
b.
Most people don’t write well on boards, so visuals look unprofessional.
c.
You must turn your back to the audience.
4.
Boards are evolving; for example, Interactive whiteboards can connect to a
document camera or computer with markup software.
D.
Poster board and flip charts are convenient and economical for speeches given repeatedly.
1.
Posters are good for small audiences who can see their details clearly.
2.
Following some tips will result in more professional-looking posters.
a.
Use rulers or yardsticks to make lines straight.
b.
Use more than one color to attract and hold attention.
c.
Use adhesive letters or computerized text for a professional look.
d.
Cover your posters when being transported.
3.
Flip charts are unlined or lined tablets that can function similarly to a chalkboard.
a.
They’re good for brainstorming sessions.
b.
They help speakers build diagrams (which can be sketched lightly in pencil
beforehand) in front of the audience.
c.
If you use the same presentation for different audiences, use heavier-weight
tablets, expose each new visual as it is being discussed.
d.
Their stiff covers can function as easels, displaying the visuals when other
equipment is unavailable.
E.
Handouts are common in businesses and organizations.
1.
Brochures, handouts, photocopies, and other handouts free audiences from note-
taking.
2.
Be sure handouts supplement, not replace, your message.
3.
Following several tips makes for more effective use of handouts.
a.
Distribute them face down before the speech and ask the audience to use them
when discussing the material on them.
b.
Mark the points you want to emphasize with a letter or number so you can easily
direct listeners to specific places on the handout.
c.
Project identical material on a transparency and highlight the points of emphasis.
d.
Distribute handouts with only supplementary information after the speech.
Stop and Check: Continue Your Audiovisual Aid Plan
V.
Apply proven design principles to create visuals.
A.
Use general design principles for your slides.
1.
Simplicity means limiting yourself to one idea per visual.
2.
Repetition is using the same fonts, colors, and so on throughout all visuals.
3.
Contrast adds visual interest with colors or formatting.
4.
Space uses the “Rule of Thirds,” dividing page by thirds and placing important elements along
those lines.
B.
Choose a readable font (a complete set of letters and numbers of a particular design).
1.
Choose title or sentence case and avoid using all capital letters.
2.
A
serif font
is easier to read;
sans serif fonts
are good for titles.
3.
Letters should be large enough to be seen and indicate information importance.
B.
Color adds interest and emphasis to visuals.
1.
Colors have cultural associations and blue may be the “safest” color.
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2.
Use colors for text and images that contrast with the background color.
3.
Use no more than three colors per slide and one color per word.
VI.
Successful presenters suggest many guidelines.
A.
Make sure the audience can hear or see the audio or visual aid.
B.
Display visuals only when you discuss them.
C.
Talk to the audience not the visual.
D.
Rehearse using the visuals.
E.
Have a Plan B in case of equipment failure.
Suggested Videos
Student Speeches. Show one or more examples of visual aid speeches that you videotaped in
previous terms. Use one with audiovisual or audio support, if possible. Ask some or all of the
following questions:
•
What kind of visual or audio support is used?
•
What display technology is used?
•
How well does the speaker transition between visuals? (knowledge, comprehension)
•
Is color used effectively?
•
Are the visuals designed well?
•
What specifically does the speaker do well?
•
What advice would you give for improvement, either in the VA or in its use? (synthesis,
evaluation)
Artificial Gills by Casey Millerick. (see MindTap) Casey created a series of visual aids and used
transition and build features. Review the design principles found in the text, then have students
evaluate the slides using the following questions:
•
Are the slides designed well?
•
Is color used effectively?
•
What transitions and build features does he use?
•
What specifically does he do well as he uses the slides in her speech?
•
What advice might you give him to improve him use of visual support? (synthesis,
evaluation)
Discussion Topics
Purposes for Presentations (p. 165) This chapter gives you many opportunities for “show and
tell.”Use Suggested Videos, Teaching Idea 12.1 in Supplemental Resources, or show other
visual aids you have collected over time. This chapter distinguishes between text based
visuals—those that depend on words for their meaning—and image based visuals that require
a figure or other image. (application, analysis, evaluation)
Ethics in Practice: Can Visuals Be Unethical? (p. 175). Ask students to read the feature, and,
working in groups, to answer the discussion questions that follow.
Presentation Technology (pp. 171-174) Here are more “show and tell” opportunities. Go over
various technologies for presenting visuals, showing and discussing their advantages and
disadvantages. Put a diagram on a transparency, write on the board, bring a flip chart (desk
size or larger), distribute handouts, use computer-projected visuals, and so on. (knowledge,
comprehension, application)
PowerPoint (p. 171) Is PowerPoint overused? There’s an interesting article titled, “Is PowerPoint
the Devil?” Julia Keller wrote it for the Knight Ridder/Tribune News Service, December 30,
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2002. Keller says that on a daily basis 30 million PowerPoint presentations take place
globally. PowerPoint has moved from the boardroom to the classroom – not always with the
best results. Many of her ideas would be suitable for classroom discussion. For a more
positive appraisal, look for the March 2004 article, “PowerPoint: Devil in a Red Dress,” by
Stephen Abrams. He has some good tips for creating PowerPoint slides.
My Presentation Plan (p. 171) The purpose of this chapter is to have students actually create and
present visual aids that supplement a speech.
Use Proven Design Principles to Create Visuals (pp. 175-178) The principles here can be used
for posters, handouts, slides, and so on. Bring a computer and projector into the class and
demonstrate major features of a presentation program like PowerPoint. Ask students who’ve
worked with the program to demonstrate some things it can do. Change colors, fonts, bullets,
spacing, and so on to create a balanced, esthetically pleasing visual. (application, synthesis)
Critical Thinking Exercises
(See p. 180 of the textbook for Critical Thinking Exercises)
Application Exercises
(See pp. 180-181 of the textbook for Application Exercises)
Internet Activities
You can access instructor’s resources at http://www.cengage.com/us/. You will need your instructor’s
access code. Students and instructors may also go to MindTap to find a broad range of resources that
will help students better understand the material in the chapter, complete assignments, and succeed
on tests. MindTap also features speech videos with critical viewing questions, speech outlines, and
transcripts.
Supplemental Resources
•
Teaching Idea 13.1: Evaluating Visual Aids
•
Research Note 13.1: Learning from Positive and Negative Instances
Teaching Idea 13.1: Evaluating Visual Aids
Purpose: To evaluate the effectiveness of visuals by comparing and contrasting a number of
student-made posters or transparencies.
Procedure
1.
Make a collection of the “best” and “worst” posters or transparencies you can find. (Often
students will give you their visuals after their speeches. They never intend to use them again,
and they are often flattered that you will use their work as a model.) In addition, check
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around the department for posters that students have made and discarded in previous terms.
Be certain to remove all identifying marks from the visual aids to avoid potentially
embarrassing students.
2.
Divide the class into groups of three and give each group 3 or 4 visuals, well done and poorly
done. Have them identify the best and the worst and discuss the reason for their judgment.
After they have made their decisions, have members of the group explains which ones the
group decided were best and worst, and why.
3.
Alternatively, make a copy of good and bad PowerPoint slide shows. Present them to the
class for evaluation.
Research Note 13.1: Learning from Positive and Negative Instances
Cognitive research shows that we learn concepts from seeing both positive and negative
instances. Here is a summary of some findings that can guide you can as you present examples
of both good and bad visual support:
•
Students learn concepts most easily when the positive and negative instances are clearly
distinct.
•
Learning is best when you present positive instances first, then mix positive and negative
instances.
•
Sometimes learners must pay closer attention to negative instances in order to identify
the attributes and rules of the concept being presented.
•
Learning is enhanced when you present positive and negative instances side by side.
Robert M. W. Travers (1982). Essentials of learning:
The new cognitive learning for students of education,
5th ed. New York: Macmillan.