I’m not often irritated by other people’s opinions, but if they create a place or learning environment where their obscured beliefs are not 'inclusive', I must admit to feeling rather irked.
An example of this is where teachers or trainers exclaim proudly that they don’t (in their words) provide “death by powerpoint”. Fair enough. But by avoiding use of visual interpretation of the spoken word, they are excluding a good few attendees at their sessions.
Now, I’ve been to many a few CPD events where I can’t read what’s on the slides (because the font is too small) and the person just reads it out to me anyway.
This is unacceptable practice and of course is the death knell for anyone, let alone when you’re working with a room full of educators and support staff.
Which, I guess, is why some trainers avoid powerpoint altogether??
But if there isn't any copy, am I expected to remember what's been said?
It must be acknowledged that people attending training will need:
a) An opportunity and place to make notes
b) A route to follow along through the session with the presenter
c) A reminder of the content to take away
To my mind it is the job, indeed the DUTY, of the lead trainer/teacher to include these as part of the guided learning. And it meets the needs of more than half of the audience.
I don’t have dyslexia, nor any other learning disability, but I don’t sign up for training in the same way that I book tickets for a good musical show. I'm not there just to watch and listen for hours. I want something serious, a thought-provoking learning experience with interactive activities, and I expect a booklet with a summary of the training to keep for reference.
So the next time I hear or read that the course I’m attending “....is not over-reliant on the powerpoint” I will sincerely hope that this does not mean that I get nuffin’.
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