Walls of text, distracting or extraneous visuals —you can end up competing with your deck for your learners’ attention. As noted by Harrington and Zakrajsek (2017), learners struggle in these situations because they are trying process your verbal instruction and your slides simultaneously and “are probably not very successful at doing either” (pp. 70-71).

Instead, your slides should be simple and concise—for instance, a policy’s operative clause and its trigger phrase in bold (e.g., “loss covered when you must suspend operations during the period of restoration, if the suspension results from direct physical loss of or damage to property at the described premises caused by a Covered Cause of Loss”). Remember your deck is meant to compliment your instruction, not replace you as the conveyor of content.

Researchers have found that not only are learners able to process images faster and with more efficiency than text, but they’re more likely to retain and later recall information because of those images (Foos & Goolkasian, 2008; McBride & Dosher, 2002). The key for the instructor, then, is to ensure that the images illustrate or expand upon—not distract from—the verbal instruction being delivered concurrently.

To achieve this, visual elements must be selected or designed with clarity and purpose. Photos, for instance, should be tightly cropped tightly to the key detail (e.g., a missing machine guard, a firewall gap) and annotated with no more than six words. With charts and graphs, minimize extraneous noise. Include only relevant data and highlight a single data point that drives your message—for example, the deductible that minimizes total cost. If possible, avoid legends and label your axes directly. For workflows, limit your visual to 3–5 steps, using verb-first labels (e.g., “Set reserve,” “Verify trigger”). Highlight the step where a decision or control point changes coverage, cost, or compliance—this is the moment that drives action. In the visual, mark it clearly (e.g., with a star or color cue) and name the document that confirms the action taken, such as a loss run, reserve note, or policy endorsement. These types of visual components help clarify complex concepts and make your content more relatable, relevant, and applicable beyond the learning session (Harrington & Zakrajsek, 2017)—all expectations of adult learners.

Readable, consistent slides help learners process information quickly and focus on the message rather than the layout (Harrington & Zakrajsek, 2017). Start with a standardized canvas: one sans-serif typeface in two weights, left-aligned text on a simple grid, and generous margins. Set headings at 34–44 pt and body text at ≥ 28 pt. Keep lines short (6–10 words) so key phrases don’t wrap awkwardly.

Bullets are great because they reduce cognitive load, helping learners scan, categorize, and recall information more efficiently than full sentences, but limit them to 1–3 concise, parallel items to preserve that clarity. Avoid centered text, ALL CAPS, and lone words at the ends of slides. Use one accent color for emphasis and maintain high contrast, avoiding red/green combinations for accessibility.

For tables, use them when you need to compare or prioritize information, our brains process structured data more efficiently when it’s aligned visually rather than embedded in text. Include only the row or column that supports your recommendation, and use spacing or light shading to make the key takeaway clear. As with graphs and charts, keep labels brief and units consistent so patterns stand out at a glance. If the table summarizes options or outcomes, highlight the preferred choice and move supporting detail to handouts or an appendix.

Finally, create slide masters for recurring RMI formats addressed here and above (e.g., clause, photo, chart, table) so typography, spacing, and alignment stay uniform. Consistent design like this minimizes distraction and reinforces the professional credibility of your instruction.