Transcript
Page 1: Designing Introductions that Open the Door for Learning

1

Designing Designing Introductions Introductions that Open the that Open the

Door for Door for LearningLearning

2008 PDSMI Presentation

Page 2: Designing Introductions that Open the Door for Learning

2

Add instructor info (for example)Add instructor info (for example)• Helped develop the

1987 SBDI program• Trained 2 classes

Master Instructors• Many SBDI courses• Masters Degree in

Adult Education• Numerous curriculum

development projects

INTRODUCTION

Page 3: Designing Introductions that Open the Door for Learning

3

11stst two minutes…think about it two minutes…think about it

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?

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?

INTRODUCTION

Page 4: Designing Introductions that Open the Door for Learning

4

Getting out of the harbor…Getting out of the harbor…

• Beginning a sea journey is like beginning a presentation because _____________?

• How is a presenter like the captain of a ship?

INTRODUCTION

Page 5: Designing Introductions that Open the Door for Learning

5

3 – 2 – 13 – 2 – 1

• Three things that interested me

• Two things I’d like to know more about

• One big idea (to use at home)

FORESHADOWING

Page 32

Page 6: Designing Introductions that Open the Door for Learning

6

What we know…I.O.C.C.E.What we know…I.O.C.C.E.

• Introduction• Objective• Content• Conclusion• Evaluation

Middle

Begin- ningEnd

INTRODUCTION

Page 40

Page 7: Designing Introductions that Open the Door for Learning

7

What We Know….What We Know….4 T’s4 T’s• Tell them what you

are going to tell them

• Tell them why it’s important to them

• Tell them• Tell them what you

told them

INTRODUCTION

Page 33

Page 8: Designing Introductions that Open the Door for Learning

8

After the closing Closing Body OpeningsBefore the Opening

5 Presentation Stages5 Presentation Stages

INTRODUCTION

Page 40

Page 9: Designing Introductions that Open the Door for Learning

9

Today’s “6 – P” ObjectiveToday’s “6 – P” Objective SBDIs will embrace the importance of

introductions and create a dynamic intro during the PDS which addresses:

– Purpose– People– Place– Plan– Presenter– Pizzazz

INTRODUCTION

Page 33-34

Page 10: Designing Introductions that Open the Door for Learning

10

What are the Questions????What are the Questions????1. Purpose2. People3. Place4. Presenter5. Plan6. Pizzazz

1. What is my hoped for outcome?

2. Who are the people I am teaching?

3. How can I create a positive learning environment?

4. How will I prepare and present myself?

5. What is my instructional plan?6. How will I get their attention?

INTRODUCTION

Page 33-34

Page 11: Designing Introductions that Open the Door for Learning

11

PurposePurpose

• Begin with the End in Mind – Steven Covey

• What do you want your learners to be able to do after your lesson?

• Is your outcome measurable and obtainable?

PURPOSE

Page 34

Page 12: Designing Introductions that Open the Door for Learning

12

Yogi BerraYogi Berra

• If you don’t know where you are going, you might end up someplace else.

• I never said most of the things I said.

PURPOSE

Page 34

Page 13: Designing Introductions that Open the Door for Learning

13

Tell Them “What” & “Why”Tell Them “What” & “Why”

• Explain exactly what you will be covering

• “WIIFM”

PURPOSE

Page 42

Page 14: Designing Introductions that Open the Door for Learning

14

Event Design - BaileyEvent Design - BaileyPURPOSE-PEOPLE

Page 40

Page 15: Designing Introductions that Open the Door for Learning

15

Aristotle: Aristotle: Three parts to a talkThree parts to a talkInstructor

Presentation

Audience = People

PEOPLE

Page 35

Page 16: Designing Introductions that Open the Door for Learning

16

Who is your audience?Who is your audience?• Demographics – Age, gender,

culture, ethnicity, first language, years on bus, etc

• Do they have prior accurate knowledge of your topic

• “Hot buttons”• Motivation

to be there

PEOPLE

Page 35

Page 17: Designing Introductions that Open the Door for Learning

17

Know their language…Know their language…PEOPLE

Page 18: Designing Introductions that Open the Door for Learning

18

Building BridgesBuilding Bridges

Learner

Lesson

PEOPLE

Page 35-36

Page 19: Designing Introductions that Open the Door for Learning

19

Before the OpeningBefore the Opening

• Prepare your workspace – where will you be?

• Test sound, lighting, and AV equipment• Prepare for the learners’ comfort and

perspective - Seating arrangement, etc. • Check refreshments and registration• Complete preparations 30 minutes

before• Talk with the learners

PLACE

Page 37

Page 20: Designing Introductions that Open the Door for Learning

20

Classroom Classroom DesignDesign

What does each facilitate?

Where should you and the media

be placed?

PLACE

Page 35

Page 21: Designing Introductions that Open the Door for Learning

21

CredibilityCredibility

• Relevant Experience• Relevant Certifications• Some personal

information• Interesting connections to

topic, location, or class• Something that just

happened

They don’t care how much you know

until they know how much you care.

PRESENTER

Page 38

Page 22: Designing Introductions that Open the Door for Learning

22

Two-way ConnectionTwo-way Connection• Relate• Respect • Care for audience• Focus on empowering

the learners• Provide choices• Key words and phrases

“As you decide, tell, recall, chose, examine”

PRESENTER

Page 38

Page 23: Designing Introductions that Open the Door for Learning

23

Six Sources of NervousnessSix Sources of Nervousness• Audience size• Audience

importance• Familiarity• Difficulty of subject• Experience

PRESENTER

Page 39

Page 24: Designing Introductions that Open the Door for Learning

24

If there are butterflies in your stomach, how can you get them to fly in formation?

WalkBreathe

Make facesOver-prepareWritten notes

Dangle your armsTwist your wrists

Mentally rehearseReconnaissance

Take the long viewParadoxical intervention

Prayer/Mantra

PRESENTER

Page 39

Page 25: Designing Introductions that Open the Door for Learning

25

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

• Appearance • Movement• Personality

– Terry Smith

Make your point STICK

• Impression• Repetition• Association

– Dale Carnegie

PRESENTER-PLAN

Page 26: Designing Introductions that Open the Door for Learning

26

Many Instructional PlansMany Instructional Plans• IOCCE• 4 “Ts”• 5 presentation stages• 3-D Outlinetm • 2007 PDS Outline

Preparation Worksheet & Presentation Planning Worksheet

• PTSI SBDI Presentation Preparation form

PLAN

Page 40-41

Page 27: Designing Introductions that Open the Door for Learning

27

3-D Outline3-D Outlinetm tm

HandoutCall to actionClosing•Summary•Actions

10

Videos and slidesInformation and update

Body•Point 1•Point 2•Point 3

40

SlidesIcebreaker

Rapport and focus

Opening•Purpose•Process•Payoff

10

HowWhyWhatTime

PLAN

Page 41

Page 28: Designing Introductions that Open the Door for Learning

28

Four Audiences…Four Audiences…notnot demographics demographicsWhat?

Professors

So what?

Friends

Why?

Scientists

What if?

Inventors

PLAN - PEOPLE

Page 36

Page 29: Designing Introductions that Open the Door for Learning

29

Balancing Learning StylesBalancing Learning Styles

• Post an agenda• Verbal and visual advanced organizers• Introduce key points• Active participation• Use of stories• Have references

PLAN

Page 41

Page 30: Designing Introductions that Open the Door for Learning

30

Set the HookSet the Hook

• Tied to their past experience

• Includes all learners – pick the bait carefully

• Provides use, value, or purpose

• Impact w/o overwhelming

PIZZAZZ

Page 42

Page 31: Designing Introductions that Open the Door for Learning

31

Thank you, Eric, for that vivid presentation on meteor showers

PIZZAZZ

Page 32: Designing Introductions that Open the Door for Learning

32

Newspaper ArticlesNewspaper ArticlesPIZZAZZ

Page 33: Designing Introductions that Open the Door for Learning

33

““Another opening…”Another opening…”• Starting statements• Anecdotes• Quotes or Literature• Enrollment questions• Dissonance “Big Yellow

Killer”• _____ is like…. • Real life scenario• Use a prop• Remember when…

PIZZAZZ

Page 43

Page 34: Designing Introductions that Open the Door for Learning

34

Quick intro strategiesQuick intro strategies

• Turn to neighbor…• List concerns or

questions• ABC or acronym• Just like me• Pre-test• Games

PIZZAZZ

Page 44

Page 35: Designing Introductions that Open the Door for Learning

35

CONCLUSION

Page 33

Page 36: Designing Introductions that Open the Door for Learning

36

3 - 2 – 13 - 2 – 1

• Three things that interested me

• Two things I’d like to know more about

• One big idea (to use at home)

CONCLUSION

Page 32

Page 37: Designing Introductions that Open the Door for Learning

37

Where we’ve been…Where we’ve been…

• Purpose• People• Place• Presenter• Plan• Pizzazz

CONCLUSION

Page 38: Designing Introductions that Open the Door for Learning

38

SBDI Introduction Worksheet SBDI Introduction Worksheet

1.Audience? Age, gender, culture, ethnicity, first language, other jobs, community roles, years on bus.

2.What is your outcome? What specific behavior or skill do you want them to be able to perform?

3.What do they need to learn to get to your lesson in terms of skills?

4.What do they need to change in terms of attitude for them to perform the behavior or skill consistently?

5.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.

FORESHADOWING

Page 45

Page 39: Designing Introductions that Open the Door for Learning

39

more Worksheet…more Worksheet…• How 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 46

FORESHADOWING

Page 40: Designing Introductions that Open the Door for Learning

40

Remember…Remember…

• There are always three speeches, for every one you actually gave: The one you practiced…the one you gave…and the one you wish you gave.

Dale Carnegie

CONCLUSION

Interest, be it remembered, is

contagious. Your hearers are almost

sure to catch it if you have a bad case of it

yourself.

Thanks for your attention and participation. I’m looking

forward to hearing some great introductions this afternoon

It’s time for lunch!


Recommended