powerful presentations october 10, 2007 learners = leaders
TRANSCRIPT
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Powerful PresentationsPowerful PresentationsOctober 10, 2007
LEARNERS
=
LEADERS
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1. Read all the quotes and highlight 3 that “speak to you”.
2. With your # Partner, share your highlights and why you chose them.
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What I hear, I forget;
What I see, I remember;
What I do, I understand.
Confucius
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PURPOSE
To provide experiences, tools, strategies, and resources that will enhance participants’ effectiveness as facilitators of adult learning
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FEEDBACK FROM SESSION FEEDBACK FROM SESSION TWOTWO
13 Responses
VALUE Average: 4.95 Range: 1X4, 12X5
FOUND USEFUL Dimensions of Success framework
Group activities and discussions
Placemat activity
IMPROVEMENTS More processing and discussion time Keep the hands-on activities
coming!
APPLICATIONS More planning time for meetings Modify agenda design and format
I will use the triangle to plan my next meeting. Create norms
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Desired Outcomes
Knowledge of key considerations for designing powerful presentations
How To’s for planning and implementing powerful presentationsInsights into the roles and responsibilities of an effective presenterConfidence and enthusiasm!
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Today’s Agenda
Why are we here? What should we consider when planning a presentation? How can we plan for success? Who is an effective presenter? Just Do It! Reflections & Feedback
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In order to know what
I think,
I have to write and
see what I say.
Roland Barth
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Why am I here?
What do I hope to “take away”?
1. Decide on 1-3 learning objectives/outcomes that you have for tonight’s session.
2. Record each idea on a post-it note.
3. Post your notes on your table team chart and sign your name near them.
4. Agree on a table team name to title your chart.
Handout p.5
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NORMS FOR OUR LEARNING
• Share experiences to enrich others.
• Ask questions.• Pay attention to your
“Feathers”.• Learn by doing – apply to your
own work.• Respect the 100 Mile Rule.
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Will you be my partner?
Tennis
RunningBicycling
Golf
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What can we
learn from
our prior
experiences?
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Standards-BasedCONTEXT/CULTURE
LEARNING PROCESS
CONTENT
Process – How is learning designed to support adult acquisition of new knowledge and skills?
Content – What knowledge and skills must educators learn to produce higher levels of learning for all students?
Context – How is the organization structured to support adult learning?
NSDC’s Standards for Staff Development Trainer’s Guide
© Stephanie Hirsh, 2001
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With your tennis partner …
• Walk the walls.
• What conclusions might you draw about the importance of:
Context/Culture
Content
Process
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What conclusions might we draw?
Not all content is created equal.
Training without follow up is malpractice.
Place a good person in a bad system, and the system will win every time.
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What are standards of
excellence for our work?
Handout pgs. 9 & 10
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1. Collaboratively “chunk” the text to be read, and designate a reader for each chunk.
2. Each person reads and highlights their assigned chunk. When all readers are ready, each person will “teach” their chunk by:
• Highlighting the BIG ideas of the assumption;
• Sharing a personal example of an effective strategy.
3. Repeat the process until all text has been reviewed and discussed.
JIGSAW
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Assumptions About Adult Learners
1. For effective learning,participants must take ownership and responsibility for learning.
2. Adults seek out learning experiences for a very specific purpose – not to gain generalized information or skills.
3. Every adult participant has his/her own unique learning style and preferences.
4. Adult learners bring with them a range of experiences that impact their learning.
5. Use it or lose it!
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Preparation
1. Assess your audience.2. Determine your outcomes.3&4. Plan Content and Process.5. Plan sequence and chunks.6. Monitor and evaluate success.7. Prepare materials and setting.
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Preparation
1. Assess your audience. Learning Styles
Visual 50-80%Auditory @20%Kinesthetic 15-20%
Processing ModalitiesGlobal (needs big picture) 54%Analytical (piece by piece) 21%Comfortable with either 25%
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Preparation
2. Determine your outcomes.
KNOW – Cognitive Domain
FEEL – Affective Domain
DO – Psychomotor Domain
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Preparation
3&4. Plan Content and Process.
How do you make it personal?
WII-FM = MMFI-AM =
How do you put it to work?
What’s in it for me?Make me feel important because I am!
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With your Golf Partner . . .
What ideas do you have for effective openings & closings?
Brainstorm suggestions together.
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The Opening
Does it break _________________________?Does it facilitate _______________________? Is it relevant to the _______________________?Does it maintain and/or enhance ______________? Is it __________ for the trainer and the
participant? Is there a _______________ factor?________________________________________________________________________
preoccupation
networkingcontent
self-esteem
curiosity
Creates a risk-free learning climate.
Clarifies WIFM.
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Effective Closing
Allows for ___________________.
Includes action planning.
________________ things together.
___________________________
___________________________
___________________________
celebration
Ties
Facilitates continued inquiry.Develops community.
Provides for reflection.
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Content
Participation
Review
20
minute
chunks
Preparation5. Plan sequence and chunks.
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Preparation
6. Monitor and evaluate success.
Making a Difference for Kids
1. Participant Reactions2. Participant Learning3. Organizational Support for Application4. Participation Application5. Student Learning
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Preparation
7. Prepare materials and setting.
1
Font
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Each Teach
With a colleague at your table …1. Individually, read the information about handouts (p. 25).2. Check for shared understanding and clarity by teaching each other key ideas.
Handout p. 24
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Summarize . . . With your Cycling Partner, review key presentation design components.
Endings first Punch at two places Routine formats “Gum and chew” ratio Three success prerequisites
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A fine presenter is one who …
. . . knows his/her stuff,
. . . knows who he/she is stuffing,
. . . and stuffs with enthusiasm!
Marcy Cook
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Just Do It!
Consider an upcoming presentation, and select a team to assist with planning.
Use the POWERFUL PRESENTATIONS planning template.
Attend to key event design components.
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Review your team objectives chart, and remove any that have been met. Check with each other to assist with unmet objectives. What questions do you have?
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It is personal, selected specifically for you; it is communicated about and perhaps received within an aura of suspense; it is attractively wrapped, and it is useful.
Your presentationis a gift!
Consider the attributes of a powerful presentation . . .