Final Power PowerPoint

Copyright edtc6340.66 april_canales_final

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For my last changes I uploaded photographic images. I also cut some text, resized, and used different colors. I also added some humor so it could keep the presentation going. I pretty happy with my final product. It looks very different from the first one I did. Its much more appealing and easy on the eyes.

Chapter 11: Engaging Senses

Running head: CHAPTER ELEVEN “THEY SNOOZE YOU LOSE”



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





Running head: CHAPTER ELEVEN “THEY SNOOZE YOU LOSE”
Engaging Senses

Chapter eleven wants presenters to engage the audience using their senses. The easiest senses to trigger is seeing and hearing. We need to get the audiences attention by using photographic images that they will relate to. This will allow them to laugh and smile while they are remembering their own experiences that have been drawn with viewing the photo. Voice-over narration allows audiences to watch the images and listen at the same time like if they are viewing a movie. The example “The Six Sides of Shanta” engages the audience through visuals and voice-over narration (p 199).

John Medina conducted various experiments that proved triggering multiple senses attributed to students performing better on exams (p 202). Students who were exposed to perfume during learning did better on the test than those who were not (p 202). Two groups of people snacked on popcorn during a movie. Both groups shortly after took an exam one room with no scent of popcorn and the other with the scent of popcorn. Those who were in the presence of the popcorn smell remember up to 50 percent more information from the movie (p 202).

Taste is the most underused of the senses in presentations and classrooms (p 204). Elementary teachers may introduce to major tastes such as bitter, salty, and sweet. Teachers may make a cuisine to represent a new cultural they may be covering class. Touch is widely used in the classroom through bodily-kinesthetic senses (p.204). Students need to move around the classroom and tough manipulatives to learn or reinforce already thought concepts.

I use multiple senses in the classroom except for the taste. I use Glade scents to have a nice smell in my classroom. I love the ones that are supposed to calm us especially at the end of the week. Students use the sense of touch and vision during group activities when maipulatives are used. My students also use hearing when I use videos in the classroom introduce or go over a concept we have already covered.

I don’t think students must put something in their mouth in order to taste something. Looking at photographic images can also trigger our taste sense. For example “The Six Sides of Shanta”, the picture of her blowing a bubble with gum can trigger our memory of the last flavor of gum we chewed. Also the picture of the woman kissing a frog will let us imagine how gross it would taste to kiss a real frog. We are still using our taste sense but not literally in those activities.


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

Chapter 10: Telling Stories

Running head: CHAPTER TEN “THEY SNOOZE YOU LOSE”



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





Running head: CHAPTER TEN “THEY SNOOZE YOU LOSE”
Telling Stories

Chapter ten recommends to presenters to tell stories to engage the audience. Burkmark states as teachers and educators we need to do two things:
1. Get their attention
2. Present our information in the form of stories they can understand (p 177).
Getting their attention can be done using full screen photographic images, playing music, or starting off with a story. Jason Ohler believes that stories allow us to take snippets of life and put them together in ways that make it possible for us to learn and remember new things (p 179). If teachers share their own experience with a lesson they are teaching, then students will understand why they need to learn it and how they will apply it in their own lives. During presentations the presenters can have the audience participate in making their own stories using photographic images as a way for them to remember the experience and the content that was presented during the session.

I agree that any lesson that a teacher gives in some way has to be tied in with his or her own experience. This will allow students to remember the content but understand why it’s important to learn it. I always tell my students my experiences as a young girl. My stories are not allows content based but I like to share my experiences in high school and college so students can be motivated to graduate and go to college. I also tell them my struggles growing up so they can relate to my problems. Students will try harder in school the same way I did so they don’t have to struggle like their parents did when they have their own families. In middle school I truly believe that we have a lot of influence on our students. They are struggling to understand what is their purpose in life and we must steer them in the right direction.


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

Copyright Crash Course Power Point #5

Copyright edtc6340.66 april_canales#4

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I didn't make any changes to my PowerPoint at this point. I could have added music but since Slideshare doesn't support animations or transitions I didn't think it would support audio. I did think of using Sliderocket because it allows you to upload music. Since the directions said to upload to Slideshare, I didn't think we could use it for these assignments.

Chapter 9: Tapping Emoiton

Running head: CHAPTER NINE “THEY SNOOZE YOU LOSE”



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





Running head: CHAPTER NINE “THEY SNOOZE YOU LOSE”
Tapping Emotion


Chapter 9 explains how affective it can be for presenters to tap into their audiences’ emotions. There is many ways presenters can tap into emotions such as through humor, photos, music, and telling stories. Humor will tap into audiances happy emotions, which will encourage laughter. Everyone needs and enjoys a good laugh every once in awhile. Photos can tap into many emotions depending what the picture is portraying. Pretty flowers, animals, scenery can make audiances feel happy and relaxed. While pictures of animal cruelty, poverty, and pollution can make audience members sad, uneasy, and worried.

Advertisement companies always tap into consumers’ emotions in order to get their money. For example Burmark mentions the research done on the Save the Children foundation used emotions to get viewers to donate money to the organization. First they sent participants two request letters one with just statistics and the other telling a story of a young girl name Rokia who is living in proverty in Africa. “Participants who red the statisitics letter gave an average of $1.14, while those who read about Rokia contributed $2.38” (160). They even sent some participates both statics and Rokia’s story, which on average participants donated $1.43. This proves that tapping into ones emotions will get a better reaction from consumers or audiances. Another example of using emotions to get a point across was a photographer for the National Child Labor Committee, Lewis W. Hine, who photographed young children who were working in harsh conditions. The use of his heart-wrenching pictures and captions helped change the labor laws in the United States.

Presenters and educators should focus on encouraging and uplifting audiances. As a teacher I would tap into emotions that would make students laugh, happy, and get inspired. Making PowerPoint presentations humorous will allow students and audiances to laugh and leave happy. If you make it a joyous experience many people will remember the presentation content. Educators can find ways to tie in humor into their lessons, which will in turn have students be engaged in learning and will allow them retain more information.




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

Chapter 8:Playing Music

Running head: CHAPTER EIGHT “THEY SNOOZE YOU LOSE”



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




Running head: CHAPTER EIGHT “THEY SNOOZE YOU LOSE”
Playing Music


Chapter 8 focuses on the use of music in our presentations to grab and hold on to the audiences’ attention and emotion. All popular television shows use theme songs so people can remember the show without even watching it. The author’s dream is to have a theme song of her own so people can think of her even if she wasn’t giving one of her presentations or even being in the same room where the song is being heard. You wouldn’t think that movies would also need to have music during scenes of dialogue, action, or suspense, but this was obvious during the silent film era. During silent films, it wasn’t the actors that kept audiences on the edge of their seats. It was the music that allowed the audience to react to the movie even though there was no sound to hear what the dialogue was about. Norman Weinberger, University of California research professor said, “the audience needed the music to engage its appropriate emotional reactions and involvement” (141).

I would agree that music plays a big roll in how we react to a dialogue in a movie, show, or even in a presentation. In my opinion movies wouldn’t be what they are if it wasn’t for the music. Yes you can have the greatest actor in the world saying their lines to other actors but the affect wouldn’t be the same without music. I especially like the music played during action, thriller, and horror movies. The music in action movies is very fast paced, which gets the hearts of audience members beating fast. Slow eerie music in horror and thriller movies lets the audience assume that something bad is going to happen. We as audience members know something or someone is going to pop out of know, but even though we expect it we still jump out of our seats.

Just as music is important in movies and shows, it is also important in our presentations in the classroom. An easy and effective way to use music in the classroom to teach content is make a song out of it. I found a video online of a song created using the divisibility rules that was so catchy. Not only was the guitar and sound great, but also the singer. It was a fun and easy way to get my students to remember their divisibility to rules without having to bore themselves to death just memorizing the rules over and over. Music can be a great tool if used appropriately in classrooms and presentations. Music should complement the presentation not over power. Also just like words, music can be just as boring or annoying kind of like elevator music. Choosing the right music takes time and a lot of thought.


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