WASFAA 2009 Anchorage, Alaska

Extraordinary Presentations

Jacquie Carroll & Kay W. Soltis

■ Potential Topics/audience■ Personal SWOT■ Before

♦ PAL♦ Gayne’s 9 steps

■ During♦ Content and Delivery♦ Learning styles/retention♦ Adult learning♦ Difficult participants

■ After

agenda

Potential topics/audience

■ What are some topics?♦ Entrance & exit

counseling♦ Budgeting♦ Money management♦ Financial planning♦ Credit cards & debts♦ Time management♦ Academic dos and

don’ts

■ Possible audience♦ High School Counselors♦ HS Financial Aid Night♦ current students /parents♦ New FAAs♦ Financial Aid Support Staff♦ Faculty and/or other

colleagues♦ Board of Regents/Trustees♦ Scholarship Organizations

■Strengths

■Weaknesses

■Opportunities

■Threats

Personal SWOT analysis

■P = Purpose

■A = Audience

■L = Logistics

Before- know your PAL

■ What are you trying to accomplish and how will you do it?

♦ Workshops- activities

♦ Presentations- informational

♦ Scavenger Hunt- actions

♦ Other- online?

Before- know your purpose

Before- know your audience

■ Who is your audience?♦ High School Counselors

♦ High School Financial Aid Night♦ Current students and/or Parents♦ New Financial Aid Administrators♦ Financial Aid Support Staff♦ Faculty and/or Other Colleagues♦ Board of Regents/Trustees♦ Scholarship Organizations

Special Needs

■ Hearing impaired

■ English as a second language

■ Visually impaired

Before- know your logistics

■ Room layout

■ Resources/technology

■ Beginning of the day

■ Prior to Lunch

■ After lunch

■ Last session of the day

Gayne’s 9 steps to instruction

■ 1.Gain attention■ 2.inform learners of objectives■ 3.stimulate recall of prior learning■ 4. present content■ 5. Provide Learning Guidance■ 6. Elicit performance■ 7. Provide feedback ■ 8. Assess participation■ 9. retention and transfer to job application

Before- set ground rules

■ Inform audience of the following♦ Start and Stop on time

♦ Provide logistics

♦ Respect each other

♦ Questions – Parking lot, Ask it Basket, etc.

■ Ask the audience what they expect

♦ Write it down

♦ Go over the list

♦ Explain what you will cover – tell the audience if you will not cover one of its expectations

■ Divide content into 3 categories

♦ Need to know

♦ Nice to know

♦ Where to go

During- Content

■ Creating a safe environment♦ Put them at ease♦ Make it fun♦ Tension = Retention♦ Brain cleansing♦ Ownership

learning environment

■ Story■ Quotation■ Challenging questions■ Significant statement■ Pay a compliment

During- openers

■ Case study

■ Role play

■ Crossword puzzles

■ Effectiveness grids

■ Use left pages as notes page

■ Use icons to anchor key information

During- variety in handouts

■ Use visuals & color

■ Make a promise

■ Ask a question

■ Share a story

■ Use an activity

■ Add some humor

generate interest

■ Call for action■ Anecdote■ Recap■ Rhetorical question■ Statement

During- closers

■ Break preoccupation

■ CContent, PParticipation, RReview

■ 90/20/8

■ Primacy & recency

■ Raise or enhance self-esteem♦ WII-FM♦ MMFI-AM

learning styles/retention

During- learning styles

■ Audio learner

■ Visual learner

■ Tactile learner

Left Brain

■ Thoughts

■ Logic

■ Words

■ Numbers

■ Rules

■ Task oriented

■ Future / past

Right Brain

■ Feelings

■ Intuition / gut

■ Visuals

■ Pictures / icons

■ No boundaries

■ Relationship

■ In the moment

During- learning styles

■ 10% of what we read

■ 20% of what we hear

■ 30% of what we see

■ 50% of what we see & hear

■ 80% of what we say

■ 90% of what we say as we act

During- learning styles

we remember. . .

■ Adults♦ Want to be considered as learning partners♦ want information that they can apply or use

immediately

♦ Also have multiple learning styles that should be considered

♦ Learn better in a group♦ It may be more fun

adult learning

■ Explorer

■ Latecomer

■ Know it all

■ Elder

■ Introvert

■ Prisoner

difficult participants

■ The Prisoner

♦ Directly face their reservations

♦ Present group generated benefits

♦ Keep all course materials benefit-based

♦ Use proximity

♦ Enlist their help

♦ Initiate a private discussion

♦ Allow them to leave

difficult participants

Conclusion

■ Last but not least – leave them with something

–Tell them what you’re going to tell them–Tell them what you told them–Leave them with something

■ Help people learn how to learn

■ 9 steps of instructions

■ Make learning fun

■ Use dynamics of the group

■ Allow adults to bring experience to training and use it

■ Memorable

Summary

After-

■ Evaluate what went well and what didn’t

■ Make changes as needed

■ Seek input from audience

■ Send follow up survey, later

Thank you for joining us

today!