Designing Introductions that Open the Door for Learning

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Designing Introductions that Open the Door for Learning. 2008 PDS MI Presentation. INTRODUCTION. Add instructor info (for example). Helped develop the 1987 SBDI program Trained 2 classes Master Instructors Many SBDI courses Masters Degree in Adult Education - PowerPoint PPT Presentation


  • Designing Introductions that Open the Door for Learning2008 PDSMI Presentation

  • Add instructor info (for example)Helped develop the 1987 SBDI programTrained 2 classes Master InstructorsMany SBDI coursesMasters Degree in Adult EducationNumerous curriculum development projects


  • 1st two minutesthink about itHave you ever sat through all or most of a talk without knowing who the speaker was - or what their credentials for speaking to you were? When observing a presentation, have you ever felt confused, especially in the early stages of the talk, about what the topic was, or what its importance was to you?


  • Getting out of the harborBeginning a sea journey is like beginning a presentation because _____________?How is a presenter like the captain of a ship? INTRODUCTION

  • 3 2 1Three things that interested meTwo things Id like to know more aboutOne big idea (to use at home)FORESHADOWINGPage 32

  • What we knowI.O.C.C.E.IntroductionObjectiveContentConclusionEvaluation INTRODUCTIONPage 40

  • What We Know.4 TsTell them what you are going to tell themTell them why its important to themTell themTell them what you told themINTRODUCTIONPage 33

  • 5 Presentation StagesINTRODUCTIONPage 40

  • Todays 6 P ObjectiveSBDIs will embrace the importance of introductions and create a dynamic intro during the PDS which addresses: PurposePeoplePlacePlanPresenterPizzazzINTRODUCTIONPage 33-34

  • What are the Questions????PurposePeoplePlacePresenterPlanPizzazzWhat is my hoped for outcome?Who are the people I am teaching?How can I create a positive learning environment?How will I prepare and present myself?What is my instructional plan?How will I get their attention?INTRODUCTIONPage 33-34

  • PurposeBegin with the End in Mind Steven CoveyWhat do you want your learners to be able to do after your lesson?Is your outcome measurable and obtainable?PURPOSEPage 34

  • Yogi BerraIf you dont know where you are going, you might end up someplace else.I never said most of the things I said.PURPOSEPage 34

  • Tell Them What & WhyExplain exactly what you will be coveringWIIFMPURPOSEPage 42

  • Event Design - Bailey


  • Aristotle: Three parts to a talkInstructor



    = PeoplePEOPLEPage 35

  • Who is your audience?Demographics Age, gender, culture, ethnicity, first language, years on bus, etcDo they have prior accurate knowledge of your topicHot buttonsMotivation to be there

    PEOPLEPage 35

  • Know their languagePEOPLE

  • Building BridgesLearnerLessonPEOPLEPage 35-36

  • Before the OpeningPrepare your workspace where will you be?Test sound, lighting, and AV equipmentPrepare for the learners comfort and perspective - Seating arrangement, etc. Check refreshments and registrationComplete preparations 30 minutes beforeTalk with the learnersPLACEPage 37

  • Classroom DesignWhat does each facilitate?

    Where should you and the media be placed?PLACEPage 35

  • CredibilityRelevant ExperienceRelevant CertificationsSome personal informationInteresting connections to topic, location, or classSomething that just happenedPRESENTERPage 38

  • Two-way ConnectionRelateRespect Care for audienceFocus on empowering the learnersProvide choicesKey words and phrases As you decide, tell, recall, chose, examinePRESENTERPage 38

  • Six Sources of NervousnessAudience sizeAudience importanceFamiliarityDifficulty of subjectExperiencePRESENTERPage 39

  • If there are butterflies in your stomach, how can you get them to fly in formation?WalkBreatheMake facesOver-prepareWritten notesDangle your armsTwist your wrists Mentally rehearseReconnaissanceTake the long viewParadoxical interventionPrayer/Mantra

    PRESENTERPage 39

  • A.M.P. and I.R.A.AMP is unit of ENERGY

    Appearance MovementPersonality

    Terry SmithMake your point STICK


    Dale CarnegiePRESENTER-PLAN

  • Many Instructional PlansIOCCE4 Ts5 presentation stages3-D Outlinetm 2007 PDS Outline Preparation Worksheet & Presentation Planning WorksheetPTSI SBDI Presentation Preparation formPLANPage 40-41

  • 3-D Outlinetm PLANPage 41

  • Four Audiencesnot demographicsPLAN - PEOPLEPage 36

  • Balancing Learning StylesPost an agendaVerbal and visual advanced organizersIntroduce key pointsActive participationUse of storiesHave referencesPLANPage 41

  • Set the HookTied to their past experienceIncludes all learners pick the bait carefullyProvides use, value, or purposeImpact w/o overwhelmingPIZZAZZPage 42

  • Thank you, Eric, for that vivid presentation on meteor showersPIZZAZZ

  • Newspaper ArticlesPIZZAZZ

  • Another openingStarting statementsAnecdotesQuotes or LiteratureEnrollment questionsDissonance Big Yellow Killer_____ is like. Real life scenarioUse a propRemember whenPIZZAZZPage 43

  • Quick intro strategiesTurn to neighborList concerns or questionsABC or acronymJust like mePre-testGamesPIZZAZZPage 44


  • 3 - 2 1Three things that interested meTwo things Id like to know more aboutOne big idea (to use at home)CONCLUSIONPage 32

  • Where weve beenPurposePeoplePlacePresenterPlanPizzazzCONCLUSION

  • SBDI Introduction Worksheet Audience? Age, gender, culture, ethnicity, first language, other jobs, community roles, years on bus.What is your outcome? What specific behavior or skill do you want them to be able to perform?What do they need to learn to get to your lesson in terms of skills? What do they need to change in terms of attitude for them to perform the behavior or skill consistently? What will you do in your introduction for students with different learning styles?Your introduction should be 5-10% of the total time of your presentation. Take the time to create a framework for a successful presentation.


  • more WorksheetHow have you arranged the physical environment of your training space for learning to take place? What will you say about yourself and/or your co-instructor as an introduction?What strategies will you use to overcome your nervousness to share your important message?What hook will you use to create interest in your topic, relate it to their own experience, and explain WIIFM to your learners?How will you get your learners moving during your introduction?Be sure to cover the logistics Exits, smoking, bathrooms, class ground rules, etc.Page 46FORESHADOWING

  • RememberThere are always three speeches, for every one you actually gave: The one you practicedthe one you gaveand the one you wish you gave.Dale Carnegie CONCLUSIONInterest, be it remembered, is contagious. Your hearers are almost sure to catch it if you have a bad case of it yourself.

    The title, Designing Introductions that Open the Door for Learning, underscores the fact that a good introduction really makes learning not just possible, but probable.Let them know that the content for this presentation has been derived from books that have been used for SBDI and MI training over the years:How to Develop Self-Confidence and Influence People by Public Speaking by Dale Carnegie, Making Successful Presentations by Terry Smith,Inspire any Audience by Tony Jeary, and How to Make Presentations that Teach and Transform by Robert Garmston

    These Notes Pages are not meant as a script, but to provide the intended background material for you to put into your own words and share through the lens of your own experience. The Background material in the PDS manual on pages xxx xxx include more detail on some of these topics. This presentation serves two purposes first, it models the lesson development, implementation strategies, and presentation style that we want our SBDIs to use in their presentations and, second, the contents goal is to teach them how to design effective introductions themselves.This presentation is designed to lead SBDIs through a review of information they have received from many sources in SBDI courses, PDS materials and practice teaching, and texts on instruction in order to focus them on creating effective introductions for their presentations, and not to simply jump into their content without setting the stage.The use of the 6 P format is designed to put this material in a new light and the Introduction Worksheet is designed to help them put all the pieces together.The MI who is going to give this presentation should insert information about themselves on this slide that refers to their experience in designing instruction and training instructors. I have simply inserted myself as an exampleThis slide comes up with just the title. The issue here is the importance of the first two minutes. A presenter either wins or loses the audience in these two minutes. The problem is many presenters do not appear to have any urgency about making a good impression by being prepared to win their audiences attention. The two questions for response by the SBDIs get at that problem.Ask he SBDIs to sit back, close their eyes and think about the last few presentations they observed. It might have been at a conference, and in-service event, or at a community function.On the first click a thought bubble will come up with the words:When observing a presentation, have you ever felt confused, especially in the early stages of the talk, about what the topic was, or what its importance was to you?After reading let them think for a moment and then ask them to open their eyes. Ask for a show of hands and then ask SBDIs for an example they have experienced.The second thought bubble says:Have you ever sat through all or most of a talk without knowing who the speaker was - or what their credentials for speaking to you were?After reading let them think for a moment and then ask them to open their eyes. Ask for a show of hands and then ask SBDIs for an example they have experienced.Wrap up by reinforcing the importance of the first two minutes.Point out that the upper right corner of each slide will include a description of where we are in the presentation.

    This slide is designed to get SBDIs thinking about how much goes onto getting to those first two minutes. Just as preparing for a sea voyage requires much planning and preparation, so does a presentation. Just as the beginning (and the end) of a sea journey is likely in the most dangerous shallow, congested waters, so is the beginning of a presentation a dangerous time with little room for error.Give the SBDIs a minute to respond to both of these questions and summarize their thoughts before moving on.

    Ask the SBDIs to turn to page 32 in their PDS manual.

    Explain to them that they will be asked to complete this at the end of the presentation so they might want to jot down ideas as the presentation progresses.Three things in the Introductions presentation that interested them, got their attention, Two things you would like to learn more about, and One thing that they are going to use in their next presentation.

    We are going to start out with some ideas that are familiar to them and help establish familiarity in what we are discussing.Most SBDIs were taught IOCCE during their SBDI course. Obviously the Introduction, Content, and Conclusion or beginning, middle, and end are a part of every presentation. IOCCE reminds us that within the Introduction we must also include our making our Objective clear and beginning to Evaluate our audience. Do they have the skills, knowledge, and attitude to successfully understand and complete the lesson we have planned? Do we need to do any remedial work to get everyone on board?Another old SBDI standby is the 4 Ts. The 4 Ts provide the most basic description of what must happen in a successful presentation, and two of them, Tell them what you are going to tell them and Tell them why it is important to them are apart of the Introduction.Accomplishing these two steps is not simply saying, Were going to talk about wheelchairs today, and youd better know it or you are going to lose your job. That might technically meet the requirement of the first two Ts but in fact an introduction should take 5-10% of the minutes of the total presentation.These old standbys are helping us to begin to understand what we have to build into a successful presentation.The 5 Presentation Stages comes from Robert Garmstons book that we used in the MI courses around 2000. The thing that is interesting about this model is that it includes Before the Opening as a part of the presentation, even though we generally would consider the preparation a part of the presentation.The wisdom of this idea is the understanding that if the handouts, the seating arrangement, the media, the refreshments, and the room temperature are not conducive to learning then learning will not take place.Ask the SBDIs to think for a moment about how hard it is to teach in a setting where you can hear the dispatcher, all the driver and attendants mailboxes and the key board are in the room, and the chairs dont sit square on the floor. before the opening starts to sound pretty important which is why it has been included in this presentation on Introductions.Our objective today is to persuade, cajole, convince, influence, sway, or even manipulate SBDIs to embrace the idea of quality introductions. The measurable objective for this presentation is the introductions that they will develop in the afternoon using the material we have presented here. If those introductions are effective, we did our job.The 6 parts of developing a presentation are all Ps, Purpose, People, Place, Plan, Presenter, and Pizzazz. You dont have to go into a lot of detail on these 6 concepts because that will happen on the next slide.Explain that the page numbers that connect the content on the slide to the PDS manual will be in the bottom right of the screen.The left column is always on this slide and the right column will come in one at a time on the click. As each one comes in the previous one will fade so the learners attention will stay focused.What is my hoped for outcome? Having a clear purpose or outcome in mind before beginning to plan a presentation is vital. Without a plan it isnt possible to decide what to include or not include.Who are the people I am teaching? Knowing you audience is key to planning a successful presentation. If you dont know what makes them tick you cant plan how to get them into, excited about, your topic.How can I create a positive learning environment? What is the space like? Does it make a person comfortable and ready to learn or does it make them wonder how they will survive. This includes physical comfort, media, handouts, and refreshments if possible.How will I prepare and present myself? Make sure that you as the instructor have the expertise to teach this topic. Get informed and look the part. If you look like a professional it will make a big difference in the first 2 minutes.What is my instructional plan? How have I planned my introduction so that it will include all learners in embarking on this educational journey. Have I planned for different learning styles. Have I included hands-on or group activities?How will I get their attentio...


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