1. A guide to giving good presentations and lectures

2. Applies to Summaries by TAs in tutorials Lectures Conference presentations Seminar talks Other presentations

3. Effective lectures and presentations Introduction What is an effective presentation? Beginning a presentation Structuring a talk Ending a presentation Relevance Activities in lectures Visual aids Delivery skills Handling questions Preparation and practice Contributors Evaluation

4. Activity / Summary Each topic ends with an activity or summary Some are multimedia activities for you to complete Others help you reflect on a talk you need to prepare The preparation topic has a reflective checklist covering the key questions you need to ask about your talk

5. What is an effective presentation?

6. What is involved in effective oral presentations? Hence you need to: Organize your thoughts & materials Present them logically to an audience Engage your audience’s interest Promote interactivity with the audience Express ideas clearly Assisting the audience to learn something new.

7. Understand the audience Analyze audiences: Who? How many? Why do they come? What do they already know?

8. Engage the audience Engage audiences: Start the talk with excitement tailored to the audience Relate the topic or subject of the talk directly to their interests

9. Know their needs It is important to know the concerns and needs of your students Understand what your students’ need before planning your class

10. Shift with their needs Students are important in shaping course Try to include materials which students are really interested in Courses can be shifted to meet students’ interests

11. Topic 1 – Prepare your talk Think about the talk you are preparing Who are your students/audience? What is the purpose of your talk?

12. Beginning a presentation

13. Starting a class Review of previous lesson Clear set of objectives Outline of key points/ activities

14. Last week’s Objectives To explore the meaning of professional learning in schools.To explore the meaning of professional learning in schools. To examine six key professional development themesTo examine six key professional development themes To apply new learning to own contextTo apply new learning to own context

15. Last week’s Objectives To explore the meaning of professional learning in schools.To explore the meaning of professional learning in schools. To examine six key professional development themesTo examine six key professional development themes To apply new learning to own contextTo apply new learning to own context

16. This week’s Objectives To explore the foundations of professional learning in schoolsTo explore the foundations of professional learning in schools To determine levels of school action associated with establishing firm foundationsTo determine levels of school action associated with establishing firm foundations To continue our search into the meaning of professional development on our school contextsTo continue our search into the meaning of professional development on our school contexts To finalize our learning groupsTo finalize our learning groups

17. Last week’s Objectives To explore the meaning of professional learning in schools.To explore the meaning of professional learning in schools. To examine six key professional development themesTo examine six key professional development themes To apply new learning to own contextTo apply new learning to own context

18. This week’s Objectives To explore the foundations of professional learning in schoolsTo explore the foundations of professional learning in schools To determine levels of school action associated with establishing firm foundationsTo determine levels of school action associated with establishing firm foundations To continue our search into the meaning of professional development on our school contextsTo continue our search into the meaning of professional development on our school contexts To finalize our learning groupsTo finalize our learning groups

19. Outline Footings for professional learning (Deep, wide, durable enough?) Activity: Footings in our schools 4 levels of action (Personal, Structural, Political, Cultural) Build on last weeks definition of PD (Learning opportunities, improved practice, engagement) Case study: MOI and professional learning

20. Our road map Introduction What is an effective presentation? Beginning a presentation Structuring a talk Ending a presentation Relevance Activities in lectures Visual aids Delivery skills Handling questions Preparation and practice

21. Structuring a talk

22. Golden rule 1. Tell what you are going to tell 2. Tell it 3. Then, tell what you have told “Say what you are going to say, say it, then say it again”

23. Structuring a technical presentation Uncover key points by telling 1. Why you did the work 2. How you did it 3. What you found 4. What you think it means

24. Transition between topics Tell listeners when finishing one section and starting another. “I’ve talked about the principle of operation; now I will turn my attention to the experiment”

25. Concentrate on key concepts Concentrate on teaching key concepts, rather than detail, and make the fundamental concepts explicit

26. Concentrate on key concepts Fundamental knowledge is most important Technology advances rapidly while the fundamental knowledge remains unchanged Teach the fundamentals so that students can establish a solid foundation and be able to adapt and learn new things more easily

27. Organizing presentations Organize and sequence information quickly

28. Organizing presentations Chronological – by time Spatial – by geographical location Topical – by topic Problem solving – by questions & answers Causal relationship – by explaining reasons

29. Ending a presentation

30. Preview & review Preview and review effectively your most important points

31. End with impact End presentations with a review of main points

32. Concluding a class Review the objectives Review the outline of the class Check the students’ understanding Overall summary

33. Outline Footings for professional learning (Deep, wide, durable enough?) Activity: Footings in our schools 4 levels of action (Personal, Structural, Political, Cultural) Build on last weeks definition of PD (Learning opportunities, improved practice, engagement) Case study: MOI and professional learning

34. This week’s Objectives To explore the foundations of professional learning in schoolsTo explore the foundations of professional learning in schools To determine levels of school action associated with establishing firm foundationsTo determine levels of school action associated with establishing firm foundations To continue our search into the meaning of professional development on our school contextsTo continue our search into the meaning of professional development on our school contexts To finalize our learning groupsTo finalize our learning groups

35. Part 2, 3 & 4 - Summary Introduction ─ need clear purpose statement or roadmap Body ─ needs coherent logical structure Fundamental concepts ─ make them explicit Fundamental concepts ─ avoid excess detail Conclusion ─ give summary of key concepts

36. Relevance

37. Problem Question Concern What arouses interests Relevance

38. Relevance to current issues Keep up-to-date with current issues

39. Relate to local issues To do this you have to make sure you understand the local context Relevance to local issues

40. Most of my students are primary and secondary teachers, or those who are interested in becoming teachers. When I teach, firstly, I will stick to the gist. Since there are various educational theories, I will intentionally select important points for in-class discussion and explanations, hoping to increase learning interest and motivation. Relevance to real life

41. (con’d) Secondly, I will share my teaching experience with my students. Education involves working with people; I wish my students knew how to interact with their pupils. I will integrate my experience with educational theories, allowing my students to know how to apply theories to teaching. Thirdly, I will design activities for my students to learn actively and in a lively way by employing role-play, Relevance to real life

42. (con’d) …inviting them to participate, hoping to make the learning environment as lively as possible, and to have them learn as much as possible. The reasons for using the above methods were because I was deeply affected by human psychology, for it talked about teaching attitudes, that one needed to be ‘affectionate’, knew how to ‘respect’ and to be ‘sincere’ to others. Relevance to real life

43. (con’d) As an educator, I should be understandable, know the needs of my students as well as their feelings; this was what I meant by being affectionate. Even though they are my students, I have to respect them and to sincerely interact with them. I do not mind sharing both my successful and failure experiences with my students for I believe this will enhance their learning. Relevance to real life

44. Avoid excessive detail Get to the essentials of a message -- avoid the "data dump"

45. Avoid excessive content Pace your teaching so that students can absorb what is being taught Teach & motivate students to learn at their own pace

46. Topic 5 – Relevance How are you going to arouse interest? How are you going to show your material is relevant?

47. Activities in lectures

48. Visual aids

49. Purpose of visual aids Visual aids are to help the audience understand the key concepts

50. Advantage of visual aids A picture is worth a thousand words! A good picture is worth much more than a thousand words!

51. Rules of using visual aids Keep visual aids simple and legible: KISS – Keep It Short & Simple

52. Examples of slides Make slides clear Need to be visible and large enough for the room Not too much on each slide Use enough slides BUT NOT TOO MANY

53. Number of slides Design the right no. of visuals. Rule of thumb: One and half minute per visual.

54. Delivery skills

55. Project voice Do not read talks Command attention Body language

56. Project your voice Look at the audience Hold up head and speak to people at the back of the room

57. Do not read talks Do not read your talk, if you read, you tend to speak too fast

58. Command attention Command listener attention by varying your delivery style.

59. Command attention Content Is it: * Relevant * Benefiting * Concerning

60. Avoid fillers Avoid saying words too often such as “uh”, “ya”, “you know”, …

61. Body language Use body language to attract attention BUT avoid distracting mannerisms

62. Topic 8 – Activity What are the 3 things you should do when delivering your talk? What are the 2 things you should not do?

63. Handling questions

64. Anticipate the questions Actively try to get questions Keep answers short and focused

65. Interaction management Deal properly with challenges/ resistance

66. Interaction management Demonstrate good listening

67. Interaction management Defuse hostility and avoid defensiveness

68. Awkward questions If you don’t know the answer to a question, compliment the questioner and say so Give an answer at the next tutorial

69. Topic 9 – Prepare questions Think of 2 questions you might ask the audience during your talk

70. Preparation & practice

71. Practice makes perfect! Preparation & practice

72. Reflection checklist ─ large classes needs improvement = 1 good = 2 excellent = 3 CriteriaRatingComment Introduction ─ clear purpose statement or roadmap Body ─ coherent logical structure Fundamental concepts ─ made explicit Fundamental concepts ─ avoided excess detail Relevance ─ gave examples to show relevance of theory Visual aids ─ helped understanding of content Delivery ─ spoke clearly and audibly Feedback ─ maintained eye contact for monitoring Conclusion ─ gave summary of key concepts Overall Reflection

73. Conclusion A good presentation should enhance your stature as a TA or researcher. Poorly prepared and delivered presentation will do the opposite. A lifetime learning process!

74. The End