Make a Better Presentation-Part 1 Ronald J. Dietel Delivery Audio- visual Content

The Value of the Spoken Word And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country. Education is not a preparation for life; education is life itself. What's the difference between a pit-bull and a hockey mom? Lipstick.

Common Presentation Mistakes Too much content Lack of practice Audio or Visual

Crafting Content-Value Audience Usability

Crafting Content-Organization Introduction Body Conclusion Transitions

Attention Getting Introduction Ask a question Provocative fact or visual Humor Personal or local anecdote

Crafting Content - Length Start and finish on time Limit background information 1-2 research questions Edit, edit, edit

Content - Strong Closing Restate big point Encourage action Avoid “more research” needed Use voice, body, visuals

Delivery Tips - Knowledge Increase your knowledge Avoid topics you don’t know Q&A

Delivery Tips - Verbal Audible Clear Variety in tone or pace

Delivery Tips - Non-verbal Dress Eye-contact Smile Gestures Movement

Audiovisual – Tips 1 Content supported by AV 2 Make sure technology works 3 Instant Improvement Simplify visuals Reduce # of visuals

Baegel District Formative Assessment Study: Alignment, Achievement, and Analysis in the 2008/2009 School Year Research Questions Are the district’s formative assessments aligned to state and school district content standards? Do the district formative assessments improve learning in mathematics? What is the correlation between performance on the district assessments and performance on the state test? Formative assessments that are not aligned to standards are not useful in guiding and informing instruction, Garcia and Wilson, 2008 Random selection of 400 students who received different types of math instruction (ten lessons each) before taking the district mathematics assessment: Data on mathematics alignment Evidence collected in mathematics formative assessment using different mathematics curricula and instruction Learning experts analysis of data Triangulation of data Study Results

Baegel Formative Assessment Study Key Research Question- Do the district’s formative assessments improve learning? Methods Random selection to treatment and control groups Results Small but significant achievement gains in mathematics for treatment group

Avoid Complex Models

Content Delivery Audiovisual Knowledge Value Organization The Dietel-Kerr Effective Presentation Model for Communicating Educational Research

Delivery Audio- visual Content  QUALITY PRESENTATION Use Simple Models

TEST I vs TEST II TEST II more selective test takers Mean TEST I and II for CA Students taking both: V+MWriting Math 1cMath 2c 3 TEST II’s white Latino 1018 (182) 506 (87) 500 (74) 572 (74) 1630 (134) Black 1016 (184) 509 (84) 487 (87) 576 (70) 1503 (261) Asian A 1150 (50) 540 (53) 581 (-7)656 (-10) 1730 (34) Correlations: TEST I V (TEST II W.79) (TEST II Lit.83) TEST I M (TEST II M1C.84) (TEST II M2C.79)

Mean Differences by Race and Test Test 1Test 2 2 Subjects 3 Subjects White Asian Latino Black

TEST I vs TEST II Standardized Differences K/C/J = Korean, Chinese, Japanese

Standardized Differences TEST I vs. TEST II

666 Rule for Better Powerpoints 6 bullets per page - max 6 words per bullet 6 information points on graphics

More Tips for Better Powerpoints Minimum font size – 18 points One minute per slide Handouts

Purpose-to make a better presentation Delivery Audio- visual Content Goal 1 - improve content Goal 2 - improve delivery Goal 3 - improve audiovisual

What is the single best way to improve your next presentation? Practice, practice, practice