Copyright Crash Course PowerPoint #4

Copyright edtc6340.66 april_canales#4

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I updated all my slides again due to chapter 7. I changed some images to full slide images or made some larger. I added a teacher act slide because I saw that I deleted if from my last posting and didn't mean to. I changed my template to a navy blue because I was restricted on space using the ready made template that PowerPoint provides. I reduced text once again to try and keep it to the key points only.

Chapter 7: Starting With Images

Running head: CHAPTER SEVEN “THEY SNOOZE YOU LOSE”



Chapter Seven “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER SEVEN “THEY SNOOZE YOU LOSE”
Starting With Images


Chapter seven focuses on presenters adding more images and less text in their presentations. Lumbark begins the chapter with how we can use images to teach different concepts rather than using text filled slides that will just lose the audience. She gives an example of using a color photo of a party to give a lesson of point of view. For educational presentations, we must choose visual images that can illustrate the concept or lesson we are giving our students. Research proves images enhances learning but only if the images reinforce what we are teaching. Images and illustrations must to relevant and content based.

In the section “Focusing on the essentials,” we are given a four step tool to make our slides more attractive and appealing to the audience. First, find a slide that is full of text. Second, highlight a key word or phrase in each bullet and the rest of the information will be used during the presentation. Third, delete everything leaving the highlighted words on the slide. Fourth, add an image that ties into what the bullets are trying to convey. This is a great and easy four step process to clean up slides and make them more effective in a presentation. The goal is to eventually put only an image on a slide with no text. We must also keep in mind when using images that they must fit into the slide perfectly without stretching, text can be added to the images, and images should have color to make the slide more vibrant.

My favorite part of the chapter was the four-step slide clean up by Nancy Duarte. I found these four quick steps could work wonders on a text filled slide. I will definitely be using this technique in my PowerPoint this time around. I also liked the step-by-step process on Photoshop to help with sizing photos to fit an entire slide. I know I have stretched a picture of myself on a slide just to have a full slide image, but just because I used it doesn’t mean it looked good on the slide. I do agree if we use any type of image in our PowerPoint it must illustrate the concept we are presenting. If the image doesn’t tie in to the topic, then it should be used.



Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Chapter 6: Harnessing Humor

Running head: CHAPTER SIX “THEY SNOOZE YOU LOSE”



Chapter Six “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER SIX “THEY SNOOZE YOU LOSE”
Harnessing Humor

Chapter six informs the reader how humor can be worked into a PowerPoint and presentations. Lumbark gives an example where a teacher used a joke to teach the concept of paragraph construction and topic sentences by having the students rearrange the sentences in order for the joke to be funny. Students were able to learn the process through humor and laughter.

She talks about different elements of humor such as neoteny, surprise, and historical perspective. Neoteny is the childlike characteristics that will help us understand students’ mentality. Research done by Dr. Humor states that Preschool children laugh or smile on average over four hundred times, while adults over thirty-five only fifteen times per day. Surprise is the next important part of humor because surprises cause funny detours. Historical perspective will allow a person to remember a moment in life where they can now laugh at that experience.

Connecting humor with content allows presenters to grab the audience’s attention and connect the humor to the content of the presentation. Humor will allow listeners to connect in a positive way and will remember the information for years to come. Lumbark tells presenters to start off with a joke so the crowd can warm up to you, feel comfortable, and enjoy the information you have to offer.

Adding humor to an educational PowerPoint would be hard for me to try. Teaching math is a very rigorous and needs the attention of all students. I do however joke with the students to lighten the room’s atmosphere and so students can be comfortable with me. I do feel that I must draw the line at some point because I don’t want my students to think my whole class is a joke. I have seen it before where a colleague would joke around with the students too much and when the students weren’t taking the class seriously he wondered why. His PowerPoint would be filled with animations, random noises, and funny pictures, which in my opinion was too much. Don’t get me wrong I love to laugh, smile, and have a great time with my students but I must keep it professional and keep my students on task. I think for my age group (11-14) teaching through humor would be hard to achieve.


Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Chapter 5: Making Connections

Running head: CHAPTER FIVE “THEY SNOOZE YOU LOSE”



Chapter Five “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER FIVE “THEY SNOOZE YOU LOSE”
Making Connections



In chapter five, Lumbark wants the presenter to allow the audience to connect abstract objects to concrete models. The author shows how listeners connect the word rose to concrete visuals like a clip art rose, a photograph of a rose, a different color rose, bud, a vase with roses, and even an Aunt Rose. This shows that not all audience members think alike and will connect information differently according to their own life and experiences. Building on prior knowledge is another way to connect the audience with abstract objects. We as educators have more knowledge of what prior knowledge students should have on a topic due to previous assessments and ability to perfect a topic before moving on.

My favorite part of this chapter was the example of the ratio video that allowed students to learn ratios using real-life situations. Students would be able to connect the bad dates to their everyday lives and would be a humorous way to teach the topic. I always to connect math to real world situations in my class because I always get questions like, “Why is this important for me to know?” or “Will I ever use this?” I relate decimals to money, fractions to recipes, proportions to distance and gas, perimeter and area with architecture, and many more. Students need to know how to connect something so abstract to their own lives. Once they understand this, they will have no problem finding solutions in their everyday lives.

I also like the 10:2 method used at Grimmer Elementary School. I think I kind of do this in my class but not exactly the way they do it. My lesson starts out with vocabulary and steps to solve. From there we get into examples, where students must try them on their own but will check their answers with their partners. This allows the students to talk about they did, check to see if they used the same method for solving, and to check their answers to see if they have it correct. Once completed students will watch as I complete the example step by step and open the class for discussion and questions. This is repeated several times to make sure students have grasped the concept and allows them to work on their collaborative skills.


Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Copyright Crash Course Power Point #3

Copyright edtc6340.66 april_canales#3

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I didn't feel that I needed to update my powerpoint after reading chapters 3 and 4 of "They Snooze You Lose." These chapters had to deal with the presenter of the presentation and what they have to do to become an effective presenter not about the power point itself. It did talk about the acronym chimes but I felt with the topic of the presentation images are the hook of my presentation which I had already updated in my second posting of my presentation. I did rename it power point #3 but again no changes were made.

Chapter 4: Ringing Chimes

Running head: CHAPTER FOUR “THEY SNOOZE YOU LOSE”



Chapter Four “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER FOUR “THEY SNOOZE YOU LOSE”
Ringing Chimes

In chapter four Burmark states that in order for teachers to be effective presenters, we must get their attention and make the presentation stick. In educational presentations they must not only be done but also well done. Also, also need efficacy so we can teach concepts fast but must need effectiveness so students can learn the concept well. As presenters we must be careful how we try to get an audiences attention without distracting them but attracting them. To get the presentation to stick we must think about different hooks that will keep their attention through out a presentation. The author comes up with seven hooks that make the acronym chimes which stands for connections, humor, images, music, emotions, story, and senses.

I agree with the author statement that educational presentations must be well done and efficient. I like to keep my lessons short and to the point so my students can quickly grasp the concept but at the same time students will participate in guided and independent practice to make sure my presentation was effective. This is very important especially to testing teachers since we are in a race with time to make sure we present all concepts before they take the state assessment. I also agree that we need to attract students but not distract them with the presentation. I choose not to have images like I commented in my other blog because of the grade level I’m teaching. I believe my students will get easily distracted with images but they still enjoy my lessons since I use power point and a inter-write pad technology that some haven’t seen before. I keep my students engaged by asking frequent questions, having students participate in open discussions, and choosing students to present their methods of solving problems to the class.


Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Chapter 3: Celebrating Presenters

Running head: CHAPTER THREE “THEY SNOOZE YOU LOSE”



Chapter Three “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER THREE “THEY SNOOZE YOU LOSE”
Chapter Three

In chapter three, Burmark focuses on celebrating the presenter. Lets face it a presenter can have a great looking power point, awesome handouts, but if they can’t grab the audiences attention while presenting then the presentation will not go well. The author focuses on three types of presenters the lecturer, the entertainer, and the motivational speaker. The lecturer doesn’t have to be a boring presenter but can keep audiences engaged in many ways. The entertainer is said to cause people to relax but causes our thought activity to become suspended. For some fans they become empowered by the entertainers words and look up to them as mentors who have changed their lives for the better. The motivational speaker is said to empower audiences in short and long periods of times in our lives. She then mentions what if we were to put best qualities of these three presenters together we would then form the educator. We would empower students to retain and transfer their learning using the example from the movie Pay It Forward. Burmark suggests students and teachers should Teach If Forward meaning once empowered by a presentation they should be able to apply it to their own presentations and inform others of what they learned. The author gives an example of a presenter that should be consider an educator, Steve Jobs, Apple Computer CEO. He is said to be one of the best presenters on world stage because he lectures, entertains, and motivates audiences during his presentations.

I believe that the presenter will make or break the presentation. I think the presentation and handouts are an important aspect of the presentation, but without a great presenter none of that will matter. I believe I am both a lecturer and motivation speaker. I lecture my students on topics of math that they must know but I also motivate my students on a daily basis to be good and try their best in anything they do. I always tell my students everyone has the opportunity to do accomplish great things in their lives, but its up to them to take the opportunity when it comes. I need to work on being an entertainer for my audiences but I need to make sure I keep my students on task and engaged in learning. I would like to be considered as an educator like Apple Computer CEO who has the ability to inform the audience, captivate us, and empower.


Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Copyright Crash Course Power Point #2

Copyright edtc6340.66 april_canales#2

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All of my slides have changed. I cut back on text and bullets throughout most of the presentation. Clip art was all changed to photo images and kept to a minimum. I think the overall look looks more appealing with the new photos and less text.

Chapter 2: They Snooze, You Loose

Running head: CHAPTER TWO “THEY SNOOZE YOU LOSE”



Chapter TWO “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER TWO “THEY SNOOZE YOU LOSE”
Chapter Two





In chapter two of “They Snooze You Lose” the chapter focuses on slides and handouts. Slides and handouts are not supposed to say everything the presenter is going to say. If that happens then there is no reason to have a presenter since the audience can read the handouts. Slides shouldn’t contain all information but should have both words and a picture says Richard E. Mayer from research he has conducted. In activity 2.2 from the book we were asked to pick the best slide out of three options. The first slide contained all text, the second slide contained text and a small photo of a baby seal, and the last slide was a full-screen photographic image. The author states that we should have picked the last slide because the audience didn’t need the text information because the speaker will tell audience anyway. Lumbark says we, as presenters need to focus on the both the visual and auditory channels, the visual coming from the power point and auditory coming from the presenter.

After a presenter has made there mostly color and full of photographs presentation, we must think of what is going to go on the handouts. We can’t use the already generated handouts power point makes for us. As presenters we need to remember the handouts should be complementary rather than replicating the entire presentation. Handouts should be one page front and back, formatted with two columns, with the limited graphics except the opening slide photo with will tie the handout to the presentation. Presenters should wait towards the end to mention that the handouts will be posted online. This will keep the audience focused on what the presenter has to say and write down important notes.


I do agree with some of the information that was given in chapter two. I do think presenters should focus on little information and more graphic images to keep the audience engaged, but I feel it depends on what type of audience you are presenting to. For college students and professionals I do feel this technique will work but not for younger audiences. For my students if I focus on beautiful images I will lose them completely and there focus will not be on me. I do like the handouts that were presented in the book. They are not just the same notes given right off the power point, but key points that audience can write notes during the presentation and reference to after the presentation.

Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Chapter 1: They Snooze, You Loose

Running head: CHAPTER ONE “THEY SNOOZE YOU LOSE”



Chapter One “They Snooze You Lose”
April Canales-Perez
EDTC 6340.66 Applications of Technologies
Linda Newell





Running head: CHAPTER ONE “THEY SNOOZE YOU LOSE”
Chapter One

Chapter 1 of "They Snooze You Lose" focused on how templates, color, and type impact presentations. The section of templates informs us not to use prepared templates offered by power point software, but for us to identify what is really needed to get our points across. Color is supposed to boost people's willingness to read what is on a power point. Presenters are to stay away from the white background and black text, but also keeping in mind what color schemes will attract the eye better. Choose colors that grab attention like yellow and red, and pair them with a cool color for the background. We must also stay away from dark colored slides or images due to not knowing how LCD projectors will project the image. When entering body text we must be cautious as to not fill the entire slide with words. Burke reminds the reader that John Medina points out that the average power point slide contains forty words. Presenters need to focus on photographic images that will keep audiences captivated by what is being presented to them. Fonts should be kept to a minimum on each slide. Stick to serif for headings, which will be easier to read because of bigger fonts and sans serif for body text, which will be easier to read with the smaller font. To make the content on slides easier to read keep text aligned to the left and only capitalizing the first word of the statement being made.

I found the first chapter of "They Snooze You Lose" to be very amusing. Most of the things that Burmark mentioned not to do I have done in previous presentations. I never thought so many things could affect the effect the presentation and the audience. I do agree that too much information on a slide deficits the purpose of having the presenter there if he or she is going to read everything that is on the slides even more so if the handouts were given to the audience. We wouldn’t need to take notes or listen to the presenter because all information would be on the handouts. As presenters we need to realize that we are giving the information not the power point.




Burmark, L. (2011). They snooze you lose: The educator’s guide to successful presentations.
San Francisco, CA: Jossey-Bass

Copyright Crash Course

Copyright6340.66 a canales

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I must say the reading for this assignment was intense! I thought it was just me my brain wasn't working but my husband took a stab at it and gave up shortly after. The reading took time because I had to reread a lot of things over again. I finally asked my husband to read some portions to me so I can listen and take notes. It was then I finally was able to make sense and pick out what I thought were the most important parts. I even went to the actual copyright.gov website to get a better understanding of some of the topics mentioned in the readings. It was very interesting to see how the copyright laws work, how they have evolved over the years, and what changes need to come. I agreed with the reading when it mentioned many people don't understand the copyright laws out there especially dealing with the internet. A lot of people don't realize that everything on the web is protected by copyright laws because how easily accessible works are online. I also found it interesting how the Teacher Act is different for different classroom sceneries. If its face-to-face you have a lot more freedom than you would if you teach distant students online and the how we are protected with what we give our students in class rather than outside. To me this was a very important assignment not only to complete but understand. As an educator to know these laws and make sure to abide by them as well in order to protect myself and my career.