Bret Devereaux

I suppose I find it a touch troubling that there is clearly a subset (relatively small, but noticeable) of students who report struggling with a lecture where the main points are not physically written on the powerpoints in full for them to copy down.

I know I set up classes that way when I was starting out, because it was easy and I didn't know what I was doing. I also know that my teaching mentors pushed me to get away from that approach because it doesn't actually teach students to really absorb the information.

They just copy it down, which isn't the same. I worry students are getting used to an approach where they ignore the spoken words and write down the powerpoints which will equip them poorly for a world where key information is delivered in dialogue that they need to process.

Anyway - other teacher-friends, have you encountered this sort of request too? What is your approach for the amount of text on powerpoints and what text you put there?

hi! not a teacher at all here, but a student with ADHD that did a bachelor's in psychology. Of course I don't know your students specifically, but for me, I have a really hard time taking notes in detail if I don't have a "structure" 1/?

I think this outline you're referencing that isn't visible on zoom could help in a lot of options - maybe it would help to have this accessible to everyone during the lecture via google doc? Typically images don't help me process or remember things, but- 2/?

a lot of cases* having something on a slide - even something very basic or even a single bullet point and then an image - can be really helpful in structuring and organizing notes. Things like textbooks tend to have these built in with chapters, subheaders, etc --

but in lectures this can be harder for people like me & of other disability statuses to process. I get what you're saying about worrying about training students for a certain kind of format in the future, but it's important to consider that not everyone processes---