ࡱ> >( 1 x  http://www.trainingzone.co.uk/cgi-bin/item.cgi?id=178732&d=680&h=608&f=626&dateformat=%25e-%25h-%25yhttp://www.trainingzone.co.uk/cgi-bin/item.cgi?id=178732&d=680&h=608&f=626&dateformat=%25e-%25h-%25yVhttp://www.u-write.com/hints-contents.shtmlVhttp://www.u-write.com/hints-contents.shtmlZhttp://www.wittcom.com/effective_handouts.htmZhttp://www.wittcom.com/effective_handouts.htmHhttp://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/handouts/index.htmlhttp://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/handouts/index.htmlNhttp://www.llrx.com/column/guide21.htmaNhttp://www.llrx.com/column/guide21.htma/ 0DArialngsRomantt(zU  0DTimes New Romantt(zU  0 DWingdingsRomantt(zU  0@0.  @n?" dd@  @@`` PH=7     !"#$%&'()*+,-./013 456789:; 0AA@8238ʚ;ʚ;g4GdGd|U  0ppp@ <4dddd@w 0tzU  g48d8dU  0p@ pp0___PPT10 pp___PPT9ph?  %O  =/Creating Effective Handouts Nigel Williams  (  Too many teachers treat handouts like an afterthought or even forget them altogether. Marie Wallace, Lecturer in Law and technology, USA (1999)8Y:   Is there a need?  :Is there a need for the handout? What will it be used for?;;$ ; Is there a need?  Q Can other methods be used? CD or DVD. On-line learning. E-books. PDF file etc@6  5 R Handouts & Task Guides  The handouts that often accompany lessons can vary between being simple session guides and& recap sheets to& extensive guides that support learners throughout the set task or tasks (something akin to a manual of instruction in some extreme cases).,BnB   These  sessions guides are typically employed in ICT courses (Photoshop instruction etc) and sometimes in the languages courses to assist in locating and recording information. These guides will be covered in more depth later. 6Y n  The Simple (or basic) Handout  For the moment we ll keep our attention focussed upon the simple or basic handout and& how they should or could be designed& and how they should be used. The importance of presentation and reproduction.,WtnWt  Some Questions Before We Begin&  Perhaps the most important question we need to ask ourselves is& What will it be used for? B\  \ What will it be used for?  Is there a more appropriate or effective format. Is it intended to brief learners before a session (to be read before-hand) Is it to remind? To discuss during the session? To sift information? (focus) To link or support wider reading? (links, references etc)1  Format  AWhat would be the most appropriate format? Landscape or Portrait<+,   B 4Format  pWhat about the size& is it important? A3 A4 A5 Or other?&9 9  The benefits    People tend to forget 90% of what is said within 24 hours. Handouts help to recall. Our brains process information at different speeds for different tasks. F  %Why Good Handouts Stay out of the Bin&& & Spoken words can convey more than the written word (emphasis and emotion). But text can support this and help to develop ideas through the use of... Graphs, charts, tables and diagrams to visualise ideas and concepts.rKJE   ; J '    # Why Poor Handouts Get Thrown Away "$# $ They look uninviting. They fail to support presentation or lesson (fail to persuade, inform, enable or entertain). Learner fails to see how they support the presentation or lesson.X  J         Fail to encourage future reference or interaction. Fail to connect with the needs of the learner. They fail to focus the information. #$ "        Back to Basics What Makes a Good Handout?   Accuracy & Brevity  UNLIKE THIS PRESENTATION& Keep handouts brief and to the point. Don t be tempted, or feel pressurised, into creating large documents to impress. It will normally undermine the purpose of an effective handout.n&   S A      Handouts should be look as if they matter to the lesson. It should reflect the importance through the quality of presentation. l9F#  0    How much information?  HQuestions to think about& Many delegates at conferences (especially those who pay for them) feel cheated if there isn t half a rain-forest in the form of a handout.&Z        Not only do looks count, but size matters Rus Slater www.training zone.co.uk Is it better to have just one page that is read and understood or 30 pages that go straight in the bin? But how do you stop that one page going in the bin?\PZhZZ4Z,$ b,           To recap -   Is it necessary? Don t make handouts that are not going to support the learning in some way. Quality of information is important. TL&  Design  Is design of the handout important? Things to consider& Fonts Borders Clip art (diagrams, charts & images etc) <$:$ N  r 'When should you distribute the handout? (&& (  Again we need to consider what it is for To brief (before) To discuss (before) To support (during) To inform & encourage further reading & learning (end)LZ)ZqZ) q    Recap -  Make handouts look attractive and think carefully about the design. Consider when you will distribute the handout (could undermine the lesson if not done at the right time). <Dk   " The use of session guides (the  idiot s guide to & ) For some courses (such as IT) many tutors use the handout as a step-by-step guide to completing tasks. These are often treasured by students because they provide a  constant companion as they work through the course.@ZtZ5   7 These are valuable guides and many could be transferred to on-line facilities or provided to learners through download or via CD or DVD (making them easier to update periodically).     8When are these issued?   These resources would need to be issued at the start of the session or prior to it for the learner to be acquainted with the tasks in advance.      Exemplars  There are many good examples of handouts and most will vary in terms of emphasis. Here we see just a few suggestions& vv  v /h !"#$%&'( ) * + , -./0569:   0` 3Wo+ff3̙` 33f33̙3` ! <yxG`wglZff` yE[AQpff3k` 31m̙3f` 3333̙3` O~̙Zƺ` ffff̙` ǵfZƺ` fff3fZ̙>?" dd@*?nZd@`K `7@d` n?" dd@   @@``PR    @ ` `0p>>  0 (  T `   "`   6DU "  H0 \ }`  "}`  6U "}` H0 B  s *DjJ"`,$D  0  6TU  "@` U  X Click to edit Master title style!! (  0U  "@` U  RClick to edit Master text styles Second level Third level Fourth level Fifth level!    S   0pU  #" `b@  U  \*    0HU  #" ``@  U  b*     00U  "`` U  b*   `B  s *D"  H  0޽h ? 3333̙3___PPT10i. 3l+D=' F = @B +  Layerss   0   @s (  T   "  6@ "P  H0 x\   "  <8 "p H0   <4  "0 `s H0 hB  s *Dp" p \ Pp  "Pp   6 "pPp H0 B   s *D"p,$ 0  6  "`@   X Click to edit Master title style!!   6  " `@    [#Click to edit Master subtitle style$$   0  #" `b?   \*    0'  #" ``Aa    b*     0 +  #" ```   b*   H  0޽h ? 3333̙380___PPT10. 3l> 0 xN(  x x 0U  P     `*    x 0U     U  b*   d x c $ ?  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S  x 6(U  _P  U  `*    x 6,U  _  U  b*   H x 0޽h ? 3380___PPT10.ÂP%L 0((    0@F  P   F  `*     0^J+D=' F = @B +  0 D0(  Dx D c $@`   x D c $@`  H D 0޽h ? 33___PPT10i.wn+D=' F = @B +  0 hF(  hx h c $t@`    h c $8 @`  "PXTPpH h 0޽h ? 33___PPT10i.wp+D=' F = @B +  0 l0(  lx l c $ @`   x l c $@`  H l 0޽h ? 33___PPT10i.x 0,+D=' F = @B +  0 pF(  px p c $t@`    p c $`@`  "PXTPpH p 0޽h ? 33___PPT10i.x@ 'V+D=' F = @B +  0 t\(  tx t c $, @`    t c $ @`<$D  0   H t 0޽h ? 33___PPT10.x@+qZD|' = @B D7' = @BA?%,( < +O%,( < +Dn' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*tB\%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*tB\D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*tB\+  0 H0(  Hx H c $Ԭ@`   x H c $ԓ@`  H H 0޽h ? 33___PPT10i.w+D=' F = @B +   0  L0(  Lx L c $ @`   x L c $ @`   H L 0޽h ? 33___PPT10i.w@hO+D=' F = @B +$  0 P$(  r  S ( @`   r  S 8 @`   H  0޽h ? 3333̙380___PPT10.d   0 @0(  x  c $ @`   x  c $ @`   H  0޽h ? 33___PPT10i.Hvq,?+D=' F = @B +0   0 P0(  x  c $, @`   x  c $ @`   H  0޽h ? 3380___PPT10.Hv 0   0 `0(  x  c $( @`   x  c $ @`   H  0޽h ? 3380___PPT10.IvP#0   0 p0(  x  c $@ @`   x  c $ @`   H  0޽h ? 3380___PPT10.Ivv  0 >6 (   x  c $Է @`   x  c $ @`     6$ "'x 0So if you ve decided that you need a handout& What information do you include? How will you present it?"l0$<$k H  0޽h ? 3380___PPT10.Iv\0  0 ,0(  ,x , c $ /@`   x , c $ @`   H , 0޽h ? 3380___PPT10.Kv@)0  0 00(  0x 0 c $ @`   x 0 c $ @`   H 0 0޽h ? 3380___PPT10.Lv<0  0 0P0(  Px P c $ @`   x P c $ @`   H P 0޽h ? 3380___PPT10.wm$  0 4(  4r 4 S d , `   H 4 0޽h ? 3380___PPT10.Lvp]0  0 80(  8x 8 c $h @`   x 8 c $ @`   H 8 0޽h ? 3380___PPT10.Lv3f0  0 @T0(  Tx T c $$2 @`  2  x T c $2 @` 2  H T 0޽h ? 3380___PPT10.w0L0  0 PX0(  Xx X c $ @`   x X c $ 2 @` 2  H X 0޽h ? 3380___PPT10.w/0  0 <0(  <x < c $D2 @`  2  x < c $2 @` 2  H < 0޽h ? 3380___PPT10.Mvjz  0 `\(  \r \ S 2  ` 2  H \ 0޽h ? 3380___PPT10.(w0$  0 $(  r  S 02 @`  2  r  S 12 @` 2  H  0޽h ? 3333̙380___PPT10.e$  0 $(  r  S h=2 @`  2  r  S ,>2 @` 2  H  0޽h ? 3333̙380___PPT10.fPO0  0 p`0(  `x ` c $A2 @`  2  x ` c $X;2 @` 2  H ` 0޽h ? 3380___PPT10.)w02 3 0 d3(  d d 0d  j  V References 0   = d 0h ]w  Thorne. J., (accessed 30th Jan 2009) http://www.trainingzone.co.uk/cgi-bin/item.cgi?id=178732&d=680&h=608&f=626&dateformat=%25e-%25h-%25y Unknown author., (accessed 30th Jan 2009) http://www.u-write.com/hints-contents.shtml _______________., (accessed 30th Jan 2009) http://www.wittcom.com/effective_handouts.htm _______________., (accessed 28th Jan 2009) http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/handouts/index.html Wallace.M., (1st June 1999) http://www.llrx.com/column/guide21.htma0% 1 3 + + ,  & , K     '   0% 0 0 8 0d 0H d 0޽h ? 3380___PPT10.4w0W:6 0 |F(  |X | C x    | S O x 0   H One of the criticisms that has arisen from the departments last two inspections has related to the quality of the handouts supplied for the observed sessions. Perhaps it had more to do with the quality of reproduction rather than the quality of the contents or the materials that the handouts were presenting but since it has become an issue we thought that it would be a good idea to discuss what we all think of as being good handouts and how we can all adopt a  best practice approach to producing handouts for sessions.   H | 0޽h ? 3380___PPT10.Â@QS 0 *(  X  C x   U   S O2 x 0  U  ,How many times have we all added a handout to a session simply because we think it s necessary to tick a box in an inspection or have produced one simply because we think the session isn t complete without one? This discussion will begin by looking at our reasons for producing handouts, their validity within the taught session, before looking at how we can use them as useful learning aids. QUESTION 1: Do you use handouts and if so when? Describe the learning that you feel requires the support of a handout.   H  0޽h ? 3380___PPT10.Â\<  0 L(  X  C x   2   S d_2 x 0  2  N&Handouts can help us to provide a means of recap for learners or can be used to support on-going learning within one or more sessions. As we all process information at different rates we need to ensure that we provide as many learning strategies as we can to meet the needs of the whole group and not just the majority. Of course this means quite a good deal of extra work. This is where the handout can help. It won t be the answer to all our needs and certainly won t meet the learning requirements of all the learning styles that have been recognised, but it will provide a source of additional or supportive information that goes beyond the spoken word.   H  0޽h ? 3380___PPT10.Âkc 0 rj(  X  C x   2 j  S k2 x 0  2  Do we really need a handout? If we can use some other means of providing the same sort of support then why don t we? Today we can use audio tapes (even these are a bit dated now but can still have a place) we can use on-line resources, PDF files, e-books, DVD and CD and mobile technology. Would it be better to use an interactive resource that could perhaps even measure responses and learning from sessions? Question 2: Use of technology& what other methods do you use?   H  0޽h ? 3380___PPT10.ÂL 0 sk (  X  C x   2 k  S y2 x 0  2  Some teachers like to use handouts to supplement the learning and often use them as session assistants, almost like a guide book to a session. This is particularly the case in ICT and Digital Photo manipulation sessions.   H  0޽h ? 3380___PPT10.ÂK 0 *"0(  X  C x   2 "  S 2 x 0  2  zThe session guide would be suitable for courses such as IT ICT (Photoshop, Animation, Excel, Word, Flash etc). SEE EXAMPLE&o    H  0޽h ? 3380___PPT10.   0 @(  X  C x   2   S 2 x 0  2  The simple or basic handout will normally consist of a single sheet of paper, either single or double side printed. If a handout is extending to more than two pages then the content to be included needs to be reassessed in terms of purpose or use of the handout& what is it trying to do? Is it supporting the session, recapping the session, providing additional information (beyond the immediate aims of the session) or is it providing further reading (as in the case of an extract from a book or play that needs to be analysed. If the latter is the case then perhaps an addition  Key Facts sheet would also be used to guide the learner to specific points of interest. Many of the  Idiot s Guide to&  books present the information in ways that are well considered, attractive and easy to engage with. Studying the structure of these books can be quite useful for the structure of handouts. } H  0޽h ? 3380___PPT10.Ă@ 0 ,$P(  X  C x   2 $  S 42 x 0  2  Focus& don t just create a handout for the sake of it& have a purpose or aim. L H  0޽h ? 3380___PPT10.Ă@t 0 ` (  X  C x   2   S \2 x 0  2  " H  0޽h ? 3380___PPT10.ĂN 0 p (  X  C x   2   S 2 x 0  2  " H  0޽h ? 3380___PPT10.Ă ۫ 0 F>(  X  C x   2 >  S 2 x 0  2  Handouts can be used as a method for providing one of the  alternative learning styles. Y H  0޽h ? 3380___PPT10.Ă@Ь 0  (  X  C x   2   S 2 x 0  2  " H  0޽h ? 3380___PPT10.ĂP 0  (  X  C x   2   S T2 x 0  2  " H  0޽h ? 3380___PPT10.Ă0< 0  (  X  C x   2   S 2 x 0  2  " H  0޽h ? 3380___PPT10.Ă@f 0 (  X  C x   U   S |2 x 0  U  lBegin by taking the lesson plan or scheme of work and identifying the aims and objectives of the session. How will the handout contribute to the delivery and understanding of these aims and objectives and how will it help you achieve them? What size will the document need to be? Oversized or  War and Peace style handouts will often put the reader off. In this day of digital technology we often find that many learners try to avoid reading or just don t enjoy it at all so a long tome will often just be used to prop up the computer games console at home. It s better to target one or two main points& the essential learning from a session and then create the handout around those points.   H  0޽h ? 3380___PPT10.ĂP)  0  ~  (  X  C x   2 ~  S  F x 0  2  Ensure that the learners understand the importance of the handout and that it is not overlooked. How many times have you created a handout or task sheet to find that some have been left behind on the desk? I accept from the outset that it s not always possible to create an  all-singing-all dancing handout for all sessions but then we have already said that it s not always necessary anyway. They should be used for emphasis and effect and this can often be helped by careful planning of the use of handouts (most teachers and lecturers include their use in their schemes of work anyway). The quality of the presentation of the handout also needs to be good. Not all of us have design skills and it has to be said that overly  flashy handouts can, in fact, detract from the important aspects of the handout. There are many really good examples of effective handouts that are plain and simple to read but are well thought out, clearly printed and place emphasis upon the essential learning aims of the session.   H  0޽h ? 3380___PPT10.ĂP@ݻU  0 e(  X  C x   F   S  F x 0  F  g?Target the learning and keep the handout centred on those AIMS. @ H  0޽h ? 3380___PPT10.Ă 0 VN(  X  C x   F N  S 2 x 0  F  Do you feel the quantity of information in the handout reflects the quality of the session or is the quality of the information more important? (  H  0޽h ? 3380___PPT10.ĂPd; 0 4,`(  X  C x   F ,  S 42 x 0  F  Don t overdo the design by using too many fonts or examples of flashy clip art. P H  0޽h ? 3380___PPT10.eQ 0 ldp(  X  C x   2 d  S x 0  2  Once we ve produced our brilliant piece of handout design, when do we actually distribute it to the class?  l H  0޽h ? 3380___PPT10.e0v 0 )(  X  C x   F   S %F x 0  F  +These can be a problem in that they can end up being massive documents and carry the additional costs of producing or copying such a large handout and they are also then awkward for the learner to store and manage unless they are particularly well organised. And although some learners are very well organised, many today even forget to bring writing equipment and it can be frustrating to produce these tomes and then find that one or more of the class has forgotten to bring them or find it difficult to use them.  H  0޽h ? 3380___PPT10.eBN 0 ^(  X  C x   F   S 2F x 0  F  `We now have access to software programmes that allow us to present  live through the internet or on disc. We can create step-by-step instructional guides that can be literally  talked through using a microphone and something like  Camtasia or  Captivate .@      H  0޽h ? 3380___PPT10.frrpbek4l z"ԙ| hj} DBmozr!uX1o|F^vD\t$V^>L?_f0 :1Oh+'0h hp    (Creating Effective HandoutsadministratorLayersNigel26Microsoft Office PowerPoint@,*@0#Gv@PO@"G8g  $  y--$xx--'̙--$UU--'33--$=hh==--'--$AffAA--'33--%UU--'--$m m m --'33--% --'@Times New Roman-. 33$2 $&Creating Effective ."System9-@Times New Roman-. 332 1&Handouts.-@Arial-. 2 VANigel Williams.-՜.+,D՜.+,h$     On-screen ShowGorseinon College !ArialTimes New Roman WingdingsLayersCreating Effective HandoutsSlide 2Is there a need?Is there a need?Handouts & Task GuidesSlide 6The Simple (or basic) HandoutSome Questions Before We BeginWhat will it be used for?FormatFormat The benefits&Why Good Handouts Stay out of the Bin$ Why Poor Handouts Get Thrown Away Slide 15Back to BasicsAccuracy & Brevity Slide 18How much information? Slide 20 To recap -Design(When should you distribute the handout?Recap - Slide 25 Slide 26When are these issued? Exemplars Slide 29  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSApehttp://www.trainingzone.co.uk/cgi-bin/item.cgi?id=178732&d=680&h=608&f=626&dateformat=%25e-%25h-%25y,http://www.u-write.com/hints-contents.shtml.http://www.wittcom.com/effective_handouts.htmLhttp://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/handouts/index.html(http://www.llrx.com/column/guide21.htma_zNigelNigel  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(PowerPoint Document(DocumentSummaryInformation8