Powerful Presentations October 10, 2007 LEARNERS = LEADERS

Powerful PresentationsPowerful PresentationsOctober 10, 2007

LEARNERS

=

LEADERS

1. Read all the quotes and highlight 3 that “speak to you”.

2. With your # Partner, share your highlights and why you chose them.

What I hear, I forget;

What I see, I remember;

What I do, I understand.

Confucius

PURPOSE

To provide experiences, tools, strategies, and resources that will enhance participants’ effectiveness as facilitators of adult learning

FEEDBACK FROM SESSION FEEDBACK FROM SESSION TWOTWO

13 Responses

VALUE Average: 4.95 Range: 1X4, 12X5

FOUND USEFUL Dimensions of Success framework

Group activities and discussions

Placemat activity

IMPROVEMENTS More processing and discussion time Keep the hands-on activities

coming!

APPLICATIONS More planning time for meetings Modify agenda design and format

I will use the triangle to plan my next meeting. Create norms

Desired Outcomes

Knowledge of key considerations for designing powerful presentations

How To’s for planning and implementing powerful presentationsInsights into the roles and responsibilities of an effective presenterConfidence and enthusiasm!

Today’s Agenda

Why are we here? What should we consider when planning a presentation? How can we plan for success? Who is an effective presenter? Just Do It! Reflections & Feedback

In order to know what

I think,

I have to write and

see what I say.

Roland Barth

Why am I here?

What do I hope to “take away”?

1. Decide on 1-3 learning objectives/outcomes that you have for tonight’s session.

2. Record each idea on a post-it note.

3. Post your notes on your table team chart and sign your name near them.

4. Agree on a table team name to title your chart.

Handout p.5

NORMS FOR OUR LEARNING

• Share experiences to enrich others.

• Ask questions.• Pay attention to your

“Feathers”.• Learn by doing – apply to your

own work.• Respect the 100 Mile Rule.

Will you be my partner?

Tennis

RunningBicycling

Golf

What can we

learn from

our prior

experiences?

Standards-BasedCONTEXT/CULTURE

LEARNING PROCESS

CONTENT

Process – How is learning designed to support adult acquisition of new knowledge and skills?

Content – What knowledge and skills must educators learn to produce higher levels of learning for all students?

Context – How is the organization structured to support adult learning?

NSDC’s Standards for Staff Development Trainer’s Guide

© Stephanie Hirsh, 2001

With your tennis partner …

• Walk the walls.

• What conclusions might you draw about the importance of:

Context/Culture

Content

Process

What conclusions might we draw?

Not all content is created equal.

Training without follow up is malpractice.

Place a good person in a bad system, and the system will win every time.

What are standards of

excellence for our work?

Handout pgs. 9 & 10

1. Collaboratively “chunk” the text to be read, and designate a reader for each chunk.

2. Each person reads and highlights their assigned chunk. When all readers are ready, each person will “teach” their chunk by:

• Highlighting the BIG ideas of the assumption;

• Sharing a personal example of an effective strategy.

3. Repeat the process until all text has been reviewed and discussed.

JIGSAW

Assumptions About Adult Learners

1. For effective learning,participants must take ownership and responsibility for learning.

2. Adults seek out learning experiences for a very specific purpose – not to gain generalized information or skills.

3. Every adult participant has his/her own unique learning style and preferences.

4. Adult learners bring with them a range of experiences that impact their learning.

5. Use it or lose it!

Preparation

1. Assess your audience.2. Determine your outcomes.3&4. Plan Content and Process.5. Plan sequence and chunks.6. Monitor and evaluate success.7. Prepare materials and setting.

Preparation

1. Assess your audience. Learning Styles

Visual 50-80%Auditory @20%Kinesthetic 15-20%

Processing ModalitiesGlobal (needs big picture) 54%Analytical (piece by piece) 21%Comfortable with either 25%

Preparation

2. Determine your outcomes.

KNOW – Cognitive Domain

FEEL – Affective Domain

DO – Psychomotor Domain

Preparation

3&4. Plan Content and Process.

How do you make it personal?

WII-FM = MMFI-AM =

How do you put it to work?

What’s in it for me?Make me feel important because I am!

With your Golf Partner . . .

What ideas do you have for effective openings & closings?

Brainstorm suggestions together.

The Opening

Does it break _________________________?Does it facilitate _______________________? Is it relevant to the _______________________?Does it maintain and/or enhance ______________? Is it __________ for the trainer and the

participant? Is there a _______________ factor?________________________________________________________________________

preoccupation

networkingcontent

self-esteem

curiosity

Creates a risk-free learning climate.

Clarifies WIFM.

Effective Closing

Allows for ___________________.

Includes action planning.

________________ things together.

___________________________

___________________________

___________________________

celebration

Ties

Facilitates continued inquiry.Develops community.

Provides for reflection.

Content

Participation

Review

20

minute

chunks

Preparation5. Plan sequence and chunks.

Preparation

6. Monitor and evaluate success.

Making a Difference for Kids

1. Participant Reactions2. Participant Learning3. Organizational Support for Application4. Participation Application5. Student Learning

Preparation

7. Prepare materials and setting.

1

Font

Each Teach

With a colleague at your table …1. Individually, read the information about handouts (p. 25).2. Check for shared understanding and clarity by teaching each other key ideas.

Handout p. 24

Summarize . . . With your Cycling Partner, review key presentation design components.

Endings first Punch at two places Routine formats “Gum and chew” ratio Three success prerequisites

A fine presenter is one who …

. . . knows his/her stuff,

. . . knows who he/she is stuffing,

. . . and stuffs with enthusiasm!

Marcy Cook

Just Do It!

Consider an upcoming presentation, and select a team to assist with planning.

Use the POWERFUL PRESENTATIONS planning template.

Attend to key event design components.

Review your team objectives chart, and remove any that have been met. Check with each other to assist with unmet objectives. What questions do you have?

It is personal, selected specifically for you; it is communicated about and perhaps received within an aura of suspense; it is attractively wrapped, and it is useful.

Your presentationis a gift!

Consider the attributes of a powerful presentation . . .