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  • 1case center for excellence in educational leadership

    Engaging Adult Learners

    Delivering a “Wow Worthy” Presentation

    Interactive Workbook 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

  • 3case center for excellence in educational leadership

    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)

  • 4 engaging adult learners: delivering a “WoW Worthy” presentation

    Presentation Planning Workbook Use 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:

  • 5case center for excellence in educational leadership

    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]

    Presentation Planning Workbook

  • 6 engaging adult learners: delivering a “WoW Worthy” presentation

    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:

    Presentation Planning Workbook

  • 7case center for excellence in educational leadership

    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?