Sensory overload and split attention result in reduced learning when instructors read slides with bullet points and complex graphs during a lecture. Conversely, slides containing relevant visual elements, when accompanied by instructor narration, use both the visual and verbal channels of a student's working memory, thus improving the chances of increasing knowledge in long-term memory and assisting the over 40 percent of students who are visual learners. Applying cognitive processing and constructivist learning theories, this paper contains best-practice sample slides for motivating student interest, relating a topic to previously learned material, creating an environment for student knowledge cocreation, and assessing learning. (Contains 3 tables and 6 figures.)