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1case center for excellence in educational leadership

Engaging Adult Learners

Delivering a “Wow Worthy” Presentation

InteractiveWorkbook Insidewww.co-case.org

2 engaging adult learners: delivering a “WoW Worthy” presentation

Table of Contents The Art of Andragogy: What do we know about adult learning? . . . . . . . . . . . . . 3

Presentation Planning Workbook

Start with the end in mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Select a strong title and introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Plan the big picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Create and pace the agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Design the openers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Set the ground rules or norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Plan your transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Consider how best to facilitate the session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Design engaging learning and problem-solving activities . . . . . . . . . . . . . . . . . . 6

Close with reflection and action planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Decide what workshop materials and technology will support the learning . . . . 7

Understand your audio visual requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Appendices: Tips and Ideas

Appendix A: Delivery Formats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Appendix B: Openers, Norms, Transitions and Closing Activities . . . . . . . . . . . . 9

Appendix C: Facilitation Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Appendix D: Public Speaking 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Appendix E: Active Engagement Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Appendix F: Best Practices for Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Appendix G: Creating Effective PowerPoint Presentations and Handouts . . . . 14

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15


The adults we work with have not learned to be self-directing inquirers; they have been

conditioned to be dependent on teachers to teach them. And so they often experience

a form of culture shock when first exposed to truly adult educational programs.

MalcolM Knowles, The Adult Learner

The Art of Andragogy What do we know about adult learning?

AdulTs...

✓ learn more through discussion and problem solving than

through passive listening or content-oriented classes .

✓ use life experiences (including errors) to build context and

meaning for learning .

✓ Want time to process. Learners cannot listen and construct

meaning at the same time . Even brief, 30-second to three-minute

activities where the learner can make meaning of the content will

help them retain and engage the information .

✓ Are most interested in learning topics that have immediate

relevance to their work and/or personal lives .

✓ learn on a need-to-know basis and want to be involved in the

planning and evaluation of the instruction .

✓ Are competency based learners wanting to apply their new skill

or knowledge to their circumstances .

It’s important as a presenter to understand that using some of the techniques suggested within could make learners uncomfortable . You should understand that adult learners may need time to adjust to using adult learning techniques . Balancing what engagement strategies you use with the overall goal for your presentation will help ensure effective adult learning .

(Concepts from works by Malcolm Knowles and Jeff Hurt)


Presentation Planning WorkbookUse the template on the next four pages to plan your presentation. For specific tips and ideas, see the following appendices.

Start with the end in mind Identify the goals you have for your presentation . What three things do you want your audience to remember?

1.

2.

3.

Select a strong title and introduction

Providing participants with an engaging title and a strong introduction/overview of the presentation is a great way to ignite participation and excitement .

Title

Introduction

Plan the big picture

Consider your session as a whole .

What is the objective?

What background experience and knowledge will your participants already have?

What type of delivery format will you use? [Click to learn more: Appendix A]

F Case Study

F Collaborative Dialogue

F Demonstration

F Lecture with Interaction

F Panel Presentation or Symposium

F Pecha Kucha

F Project-Based Workshop

F World Café

F Other:


Create and pace the agenda

One of the most common criticisms of a session is about pacing, either there wasn’t enough time or too much time was spent on certain agenda items . It’s advisable to present less content and more in-depth learning .

What do you specifically want to cover in this session?

What’s the best order for the agenda items? Do you need to scaffold content by prioritizing and building on previously covered content?

What can be accomplished in the time allotted?

Design the openers Openers should be aligned to your objective, break preoccupation, allow networking and relate to the group content .

What opening activities will you use? [Click to learn more: Appendix B]



Set the ground rules or norms Creating a list of shared expectations for what participants can expect and how they should behave puts people at ease and lets them know the ground rules .

What are three norms that will work best for your session? [Click to learn more: Appendix B]

1.

2.

3.

Plan your transitions To signal a group to come back to attention, consider using transition signals and/or music . Playing music while attendees are walking into the room helps set the mood .

How will you transition the group between group activities and lecture? [Click to learn more: Appendix B]

Consider how best to facilitate the session Strong facilitation strategies help you focus the presentation and engage adult learners .

How will you encourage class participation? What language will you use to convey the right message? What facilitation strategies will you use? [Click to learn more: Appendix C] How will you ensure your presentation style is engaging? [Click to learn more: Appendix D]

Design engaging learning and problem-solving activities Adults learn more through discussion and problem-solving than through passive listening or content-oriented classes .

What active-engagement activities will you use? [Click to learn more: Appendix E]

F Music stopping and starting

F Noise makers: Chimes, bells, alarm, timer

F Countdown embedded into slide or online (www.online-stopwatch.com)

F Other:

F Think-Pair-Shares

F Line Ups/Small Circles

F Jigsaw–Teach each other

F Note Catchers or Games

F Keep in Touch

F Simulations

F Case Studies

F Other:



Close with reflection and action planning Reflection helps cement the learning . Ask participants to think about how they will use the information when they get back to their work to help make the learning relevant .

What closing questions or activities will you use? [Click to learn more: Appendix B]

Decide what workshop materials and technology will support the learning What handouts, technology, or participation props/materials will you need to ensure a successful presentation?

Would it be helpful to print the PowerPoint for note taking? What other note catchers can you create? What handouts will you provide to support the learning? [Click to learn more: Appendix F]

How will your PowerPoint be the most engaging, cover the main points and be easy to read? [Click to learn more: Appendix G]

Understand your audio visual requirements Determine what AV equipment you will need . Please check with the event host to determine what will be available to you and what you should be prepared to bring .

What AV equipment do you need?

F Laptop and thumbdrive with a backup of your PPT

F LCD projector and screen

F Audio for computer

F Microphone

F Chart paper and markers

F Internet connection

F Other:



Appendix A

Delivery Formats

CAse sTudy: A systematic way of examining a single instance, program, initiative or event, by collecting data, analyzing information and reporting the results . The presenter explains how a program was designed and implemented in response to a particular challenge or issue, and then shares results, pitfalls, processes, successes and lessons learned from the experience .

CollAboRATIve dIAlogue: This conversational format encourages meaningful dialogue, purposeful and collaborative thinking, and positive inquiry . Sessions give participants the opportunity to ask direct questions of the expert and to give input on the specific issues addressed .

demonsTRATIon: A presentation to demonstrate how things are done and showcases a specific technique, leadership skill, product or materials .

leCTuRe WITh InTeRACTIon: This one-way communication tool is used to convey critical information, history, background and theories . Many lectures are visually engaging and give opportunity for listeners to ask or answer questions .

PAnel PResenTATIon oR symPosIum: A moderated forum for a group of scholars, experts, knowledge leaders or government representatives to discuss specific pedagogical policy, practice or research issues from a variety of perspectives with alternative solutions, followed by a Q&A session .

PeChA KuChA: (Japanese for the sound of conversation / chatter) This learning format assembles several presenters together in the same presentation for the purpose of introducing a variety of new ideas . Each presenter shows 20 slides for 20 seconds each . The slide presentations should be visual and engaging . Following the presentations, participants gather with the presenter of their choice in small groups for dialogue and to delve deeper into the topic .

PRojeCT-bAsed WoRKshoP: A highly interactive and productive workshop to address pertinent issues and responsibilities . Participants leave with a game plan, solution, method and/or work already done .

WoRld CAfé: An innovative yet simple methodology for hosting conversations . These collegial conversations link and build on each other as participants move between groups, cross-pollinate ideas and discover new insights . Using an integrated set of design principles, the World Café experience evokes and makes visible the collective intelligence of the group .

As you plan the delivery for your presentation content, please take into consideration best practices for adult learning. Select a delivery format from the list below that best fits your content.

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oPeneRs

You might avoid the use of the term “ice breaker” as many adults can see this as a waste of time . Think about starting the session by asking someone to share the takeaways from the sessions they went to before yours or use something like the “Triple Play” opener below that makes the opener relevant to the participant .

“Triple Play” Get in groups of three. Please discuss the following:

• Share who you are .• Share why you came to the session .• Share a question you have about the session

topic or an example of an issue you have at your worksite .

gRound Rules oR noRms

At the beginning of the session, take a minute to set the norms, including explaining your attention and transition signals and the expectations you have for audience engagement and participation .

Here are some sample ground rules/norms that will help your presentation be a success:

• Participate actively: Listen with the intent to learn, ask questions, share relevant thoughts and ideas .

• Support the learning of others: Balance conversations and share airspace .

• Consider the content in the context of your own work .• Use chart paper as a parking lot to post questions to

be addressed later .• Take care of your own personal needs .• Be present: Silence phones, etc . • Have fun!

• Other:

TRAnsITIons

To signal a group to come back to attention, consider using these transition tips:

• Music stopping and starting• Noise makers: Chimes, bells, alarm, timer• Countdown embedded into slide or online:

www.online-stopwatch.com

ClosIng ACTIvITIes, RefleCTIon And feedbACK

• Summarize main points .• Allow for action planning .• End on a positive note .• Help participants identify next steps:

− By next Monday I will . . . − I will share this information with . . . − Stay in touch with your discussion partner and

hold each other accountable . − Snowball: Have participants write down an idea

they’ll take from your session on a slip of provided paper, crumple the paper into a snowball, volley the snowballs around the room, catch a new snowball and select some to read out loud .

evAluATe

Be sure to ask participants to complete the provided comment card and/or the online survey form . For some events, there may be a survey feature available on the event mobile app .

Appendix B

Openers, Norms, Transitions and Closing Activities

These activities should be aligned to your objective and relate to the group content. They’ll help set a positive tone for your presentation and give your participants helpful next steps after they leave your session.

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embed PosITIve sTATemenTs

Helpful introductory statements:

✓ You are really going to learn a lot about . . . as we . . .

✓ The next activity will help you to . . .

✓ As we get ready to move into . . . be sure to think about how it can help you . . .

✓ As you work together in teams during the next activity, be sure to look for . . .

✓ To energize our thinking and problem solving skills today . . .

AvoId negATIve sTATemenTs

Introductory statements that negatively frame thoughts:

³ I know you have some concerns participating today in . . .

³ You may not want to do this but . . .

³ This may seem goofy to you . . .

³ In the past, we have had bad experiences with this type of activity, but . . .

³ I am sure that you will not want to do this . . .

Appendix C

Facilitation Strategies

dIsCussIon sTARTeRs

The discussion leader will be the person who . . .

• has a birthday closest to today’s date• is wearing a specific color of clothing• has the most experience/least experience• took the most unique vacation within the last year• lives the farthest distance away

TAKe The TemPeRATuRe In The Room

Make sure you are taking the temperature in the room—is your audience tracking with you? Are you losing people either because they have questions or because they haven’t been able to engage with the material in a meaningful way? Identify ways to monitor and adjust your presentation and help boost overall learning .

If you start to lose your audience, you can try one of these techniques:

• Say anything! Stop and let individuals say anything in response to learning .

• Turn to your neighbor and discuss: − How could you use this at your site? − What do you think you need to work on? − How could this help your faculty/students/etc? − What do you think should be your next step?

• Stand up and find someone you haven’t talked to today to discuss . . .

• Get up and move: Grab your materials and move to another area of the room to discuss . . .

• Re-group—LITERALLY! Use any excuse to rearrange participants .

(The above facilitation tips are excerpted from Millard Public Schools Staff Development Training by Jodi Grosse and Dr. Kim Saum-Mills.)

Strong facilitation strategies help you focus the presentation and engage adult learners.

• Startyourpresentationwithaudienceexpectationsregardingquestions.

• Usewholegroupquestionswhichhelpaudiencesfocusoncommonexperiencesandbuildbridges(e.g.Howmanyofyouhavehadthishappen?).

• ScheduleseveraldesignatedQ&Atimesduringthepresentation.

• Avoidaskingtheaudiencequestionsthathaveonlyonespecificanswer.Thegoalistoincreaselearningandretention,andweknowconversationhastohappenforthistotakeplace.

• Askopen-endedquestionsthatparticipantscandiscusswitheachother,whichhelpstheminvestmoreinthetopic.

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QuesTIonIng youR AudIenCe


sPeAK WITh ConvICTIon Show that you really believe in what you are saying, creating a logical progression from a compelling introduction to strong supporting arguments with accurate and up-to-date information, to a conclusion or a summary .

WATCh youR body lAnguAge People would rather see you active and engaging your face, body and hands rather than sitting down or standing still behind the podium .

RemembeR ThAT you ARe The PResenTeR, noT youR PoWeRPoInT Try not to read from notes or slides for extended lengths of time, although it is quite acceptable to glance at your notes .

sPeAK loudly, CleARly And WITh enThusIAsm If you made an error, correct it and continue . No need to make excuses or apologize profusely .

mAInTAIn eye ConTACT Use the three-second technique: look into the eyes of a person in the audience for three seconds at a time . Make direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking .

ResPond To The AudIenCe Adjust and adapt as needed . If what you have prepared is obviously not getting across to your audience, be prepared to change your strategy midstream . If you are short of time, know what can be safely left out . If you have extra time, have another section on hand to include . It’s best not to announce you’re cutting content .

sloW doWn And PAuse As needed Allow yourself and your audience a little time to reflect and think . Don’t race through your presentation and leave your audience, as well as yourself, feeling out of breath . Avoid “um” between thoughts . Brief silence is a good alternative .

Add humoR WheneveR APPRoPRIATe And PossIble People like to laugh . Remember that a fun, interesting speech makes time fly .

mAKe suRe eveRyThIng WoRKs befoRe you sTART youR sessIon If possible, have an emergency backup system readily available . Should you face a challenge like a misbehaving micro-phone, just adapt and move on . Bring an extra copy of your PowerPoint on a thumbdrive .

Tell youR AudIenCe WhAT To exPeCT Let them know you will be providing an outline so they will not be distracted taking unnecessary notes during your presentation . Also, indicate when you will be taking questions (throughout the session or at the end) .

hAve A CleAR, PosITIve endIng End your sessionwith an interesting remark or an appropriate punch line toleave your listeners with a positive impression and a sense ofcompletion . Do not belabor your closing remarks . Thank youraudience and suggest next steps or indicate where you willbe for additional questions .

When you step in front of your audience to give your presentation, they will be looking forward to learning from your research, insight and expertise. Follow these tips to make sure your presentation is as interesting as the material you’re sharing.

(Public Speaking Tips excerpted from OmniPress)

Appendix D

Public Speaking 101

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bRAIn TRAInIng

Seven strategies that take advantage of how the brain learns best:

Reciprocal Teaching

Storytelling

Metaphor, Analogy, Simile

Role Play—Simulation

Reflect & Write

Visuals

Problem-Based Learning

AudIenCe “TAlK”

Five Reasons why audience discussions are important—Talking to another person:

Increases retention

Fosters feedback

Nurtures relationships

Increases meta learning

Increases self-esteem

For every 20 minutes of new content, try to provide at least three to five minutes of down time for attendees to discuss new information .

Appendix E

Active Engagement Strategies

Remember that engagement is key! Participants will learn more when they are engaged and interacting with the content. Whatever the delivery format of your presentation (lecture, panel discussion, Q&A, etc.), it’s important that one of your desired outcomes is adult learning.

PRoToCols

For small group discussions to be most effective, consider using one of many formal discussion protocols, such as:

Protocols for Professional Learning by Lois Brown Easton

The Power of Protocols: An Educator’s Guide to Better Practice by Joseph P . McDonald, Nancy Mohr, Alan Dichter, Elizabeth C . McDonald

11

22

33

44

55

6

7

If teaching were the same thing

as telling, we would be so smart

we couldn’t stand it.

Mark Twain

engAgemenT And PARTICIPATIon sTRATegIes

Think-Pair-Shares: Discuss with neighbors, small groups, etc . Have groups or partners respond to a question together .

Line Ups/Small Circles: Have two lines of people or two concentric circles of people and have them respond to a question and then shift to new partners to keep sharing/gathering new perspectives .

Jigsaw–Teach Each Other: Have groups share out, then one person from each table moves to the next table to share what they learned at the previous table and learn what that table discussed . Continue moving as new questions are discussed . (Number off at the table and randomly select different numbers to move each time .)

Note Catchers or Games: Fun note catchers or games like Bingo based on hearing words or phrases from the presentation .

Keep in Touch: Challenge participants to stay in touch with a discussion partner (via email, phone, etc .) to discuss how they’ve been applying what they’ve learned or holding them accountable to implementing new ideas .

Simulations: Practice the ideas presented in your presentation in a scenario your participants might encounter .

Case Studies: This gives the participant an opportunity to problem-solve together .

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don’T Rely on only youR PoWeRPoInT slIdes Your slides are designed to help guide your audience while you speak and should include high-level bullet points . Your handouts need to include more compre-hensive information . Consider your slides to be your speaking guide and your handouts to be a synopsis of your session . If you wish to show your slides as a visual guide, use the PowerPoint notes pages or export the slides to Microsoft Word (using the “Send To” option in the file menu) so you can fill in your supportive details .

CReATe youR hAndouTs To sTAnd Alone Don’t just print the slides you speak from—it’s the easy way out! Remember that it may be awhile after your presentation before someone refers back to your handout . Take a moment to write out specific details to support each slide . You might even exclude information from your slides and only focus on your key points .

KeeP hAndouTs As A bRIef RefeRenCe Tool A short slide presentation calls for two to three pages of handout material . Even a long presentation only needs a handful of pages (three to five pages) . The intention of your handouts is not for attendees to follow along during your session; rather they become a reference tool for use at a later time .

ConsIdeR desIgn Attractive, well-designed handouts are easier to read and make a lasting impression . Remember that your handouts are a representation of you and your organization . When in doubt, keep it simple . When using graphics remember what looks good on screen may not print well in a smaller size in your handouts . Be sure your charts and tables are legible and include some notes so your readers understand the point you are making by including them .

InClude The essenTIAls At a minimum, include the following: speaker’s name, title and organization, title and date of presentation, contact information, presentation outline with key concepts and supporting documents .

go A lITTle fuRTheR Give your audience a little something extra in your handouts, such as a list of references, copies of related articles, a list of useful websites to visit, case studies, or experiments and action items your audience should do after attending your session .

(Best Practices for Session Handouts: Excerpted from OmniPress)

Appendix F

Best Practices for Handouts

As a presenter at an educational event, you are the subject-matter expert. Your job is to present new ideas and data to your audience. The slide presentation itself is important, but you can also create a long-lasting and important impact with well-constructed and meaningful handouts.

Fun Note Catcher Ideascreate a note catcher template for your audience that helps them pay closer attention (listening for key words, like in the Bingo note catcher) or organize the learning so that they have takeaways and an action plan.

Bingo: here is a website that allows you to build your own custom bingo game, based on key “listen for” words you may say during your presentation. Be sure to have a prize ready for the first person to get a bingo.

www.print-bingo.com

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Your handouts, technology or participation props and materials are all keys to a successful presentation.

Appendix G

Creating Effective PowerPoint Presentations and Handouts

1. fonts: Embed all TrueType fonts . When you save your

file, the “save as” dialog window has the “Embed

TrueType Fonts” option under the “Tools” pull down

menu . Selecting this option ensures your fonts will

be included with your file . Note: If you are using a

custom logo font, send the font files along with your

presentation .

2. graphics: Embed all graphics in your file . Try to limit

the use of high-resolution graphics, as files containing

very detailed graphics, blends, or gradients with

many layers and components tend to draw slower on

screen . Most presentations are designed for on-screen

color display, but remember that your handouts will

probably be printed in black and white or grayscale . Try

printing or viewing your presentation in grayscale to

make sure shaded objects, graphics and backgrounds

are readable . Hint: PowerPoint help files may make

recommendations to optimize your graphics for printing .

3. logos: Graphics or logos that have transparent

backgrounds may cause problems when converted

to PDF format . Try embedding the logo into the

background art instead of overlaying it .

4. Transparency: Objects that you apply a semi-

transparent feature to will become solid when

converted to PDF format, which may cover up any

information underneath . Try using a lighter shade of

your color as an alternative .

5. slide Animations: Avoid using slide animations when

preparing your content for printed or electronic output .

Slides converted to PDF will not include animation . Try

to present information over several slides rather than

reusing a single slide to avoid overlapping text and

graphics .

6. slide size: Use the On-Screen Show standard slide size

(10” x 7 .5”) whenever possible .

7. Audio and video: If your files include sound effects,

video clips and other forms of multimedia, you should

always include the native audio and video files when

you turn in your presentation to the event host .

8. file Type: Supply the native PowerPoint ( .ppt) file, not

the PowerPoint Show version ( .pps) . For Word files,

a simple .doc file works just fine . Realize that most

publishers will convert your content to PDF format,

especially if it is being produced on CD or online . PDF

files are universal for viewing on all computer types,

and the conversion process typically reduces file size

making them faster when viewing .

(PowerPoint Beyond the Screen: Excerpted from OmniPress)

besT PRACTICes foR CReATIng PoWeRPoInT PResenTATIons

There are numerous websites that give tips on how to create effective PowerPoint presentations .

Here are some of the best:

www.ellenfinkelstein.com/powerpoint_tips.html

www.garrreynolds.com/Presentation/index.html

www.presentationadvisors.com

PowerPoint Beyond the Screen8 PRePARATIon TIPs foR PRInTed And dIgITAl RePRoduCTIon

If you’re creating handouts or a slide presentation for your session, keep the following tips in mind when preparing your materials:

1 5

6

7

8

2

3

4

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Looking for more? Our references below can provide further information or techniques and tips for you to try.

References

Bowman, S . (n .d .) . Teach it Quick and Make it Stick . Retrieved February 5, 2013, from http://www.bowperson.com/ .

Bowman, S . 2010 . Using Brain Science to Make Training Stick. Glenbrook, NV: Bowperson Publishing & Training Inc .

Dicther, A .; McDonald, E .; McDonald, J .; Mohr, N . 2003 . The Power of Protocols: An Educator’s Guide to Better Practice. New York, NY: Teachers College, Columbia University .

Distinction . 101 Inside Tips for More Successful Presentations! Retrieved February 8, 2013, from http://www.distinction-services.com/ .

Easton, L ., 2009 . Protocols for Professional Learning. Alexandria, VA: ASCD .

Eller, S ., & Eller, J . 2005 . Energizing Staff Meetings. Thousand Oaks, CA: Corwin Press .

Himmele, P . & Himmele, W . 2011 . Total Participation Techniques: Making Every Student an Active Learner. Alexandria, VA: ASCD .

Hurt, Jeff . Midcourse Corrections. http://jeffhurtblog.com.

Jackson, Y . 2011 . Pedagogy of Confidence. Teachers College, Columbia University .

Kagan, S . 1994 . Cooperative Learning. San Clemente, CA: Resources for Teachers, Inc .

Learning Forward . Standards for Professional Learning. http://learningforward.org/standards

Learning Forward . Facilitator Guide for Standards of Professional Learning. http://learningforward.org/docs/pdf/facilitatorguide.pdf?sfvrsn=2

Meiss, R . & McCallum, D ., The Bob Pike Group . 2007 . SCORE! For Enhanced Training Results. Resources for Organizations .

Perret, K . March 25, 2012 . Check for Understanding. In Teachercast . Retrieved February 5, 2013, from http://blog.teachercast.net/check-understanding-kathyperret/ .

Quait, S . 2009 Six Steps to Motivating and Engaging Disengaged Students Across Content Areas. Denver, CO: University of Colorado-Denver, Heinemann .

Saum-Mills, K . & Grosse, J . ASCD Conference, Session # 3229, Engaging Adult Learners: Designing Interactive Presentations. March 18, 2013 .

Tate, M . 2004 . “Sit & Get” Won’t Grow Dendrites. Thousand Oaks, CA: Corwin Press .

Wolfe, P . 2010 . Brain Matters (2nd Edition). Alexandria, VA: Association for Supervision & Curriculum Development .

Wolfe, P . (n .d .) . Pat Wolfe – Mind Matters, Inc . In Pat Wolfe – Mind Matters, Inc. Retrieved February 5, 2013, from http://patwolfe.com/ .

If you have questions about this document, contact Mary McNeil, CASE Director of Professional Development at [email protected] or Ryan Harrison, CASE Professional Learning Program Manager at [email protected] or 303.762.8762.

This publication is the intellectual property of The Center for Excellence in Educational Leadership and the Colorado Association of School Executives (CASE), unless otherwise noted. All rights reserved. Forwarding or reproduction of this publication or parts thereof for commercial use is not permitted without the explicit written authorization of CASE. All program names or services of CASE used in this publication as well as corresponding logos are trademarks or registered trademarks of CASE in the United States. CASE Center does not guarantee the accuracy or completeness of information, text, graphics, links or other elements contained in this publication. This publication is provided without any warranty, whether explicit or implicit. This applies in part but not exclusively to a warranty of marketability and suitability for a particular purpose as well as a warranty of non-violation of applicable law. The opinions expressed in this publication are those of the authors and do not necessarily represent those of the CASE, its donors, members or departments. © 2013 CASE


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Download - Engaging Adult Learners Delivering a “Wow Worthy” Presentation · F aptop and thumbdrive with a backup of your PPt F CD proector and screen F udio for computer F icrophone F Chart

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