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Evan Abbey

Articles: Preparation - 3 views

moodlesw.aeapdonline.org/...view.php

shared by Evan Abbey on 13 Apr 15 - No Cached
    • pkmills
      pkmills on 13 Apr 15
       
      This is my most common mistake. I know I tend to cram too much information. I am taking the same source document I used for the first presentation to try to re-do the presentation from scratch
  • Simple does not mean stupid. Frankly, thinking that the notion of simplifying is stupid is just plain, well, “stupid.” Simple can be hard for the presenter, but it will be appreciated by the audience. Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out
    • pkmills
      pkmills on 13 Apr 15
       
      Simplifying my presentation will be the smartest but the most difficult thing I have done in a long time.
  • ...41 more annotations...
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper. Personally, I use a large whiteboard in my office to sketch out my ideas (when I was at Apple, I had one entire wall turned into a whiteboard!).
    • pkmills
      pkmills on 13 Apr 15
       
      I am looking forward to this step. my sister-in-law quilts and does this step to see what the quilt will look like laid out. I bought sticky notes just for the occasion,
    • aboevers
      aboevers on 17 Apr 15
       
      You could use different colored sticky notes and make your own "quilt"!
  • When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?” Really ask yourself the tough questions throughout the planning process.
    • pkmills
      pkmills on 13 Apr 15
       
      This idea of "so what?" was my a=ha moment. It will probably be the one question to help me determine what is really important.
  • Ten slides.
    • ney4cy
      ney4cy on 17 Apr 15
       
      i know this is geared toward a venture capitalist but I think with some minor changes this would be great for a teacher. So much of what we do in education involves all 10 of these topics.
  • Twenty minutes
  • Thirty-point font
    • pkmills
      pkmills on 14 Apr 15
       
      10/20/30 was another a-ha moment for me. I had not heard the 10 slides rule before. I had heard that 20 minutes was the ideal time and 30 point font for projecting. I am looking forward to getting to see if I can make my presentation work
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      I actually disagree with this part of Kawasaki's post, though the math works out if you have only 20 minutes (since the general rule of thumb is 1 slide = 2 minutes). I have seen presentations where people use slides that build off one another, which means you are able to click through a series of 10 slides within 30 seconds to illustrate a point. Obviously, these presentations won't follow the 10 slide rule, and they will work fine.
    • chaneline
      chaneline on 14 Apr 15
       
      Maybe that is a good rule to start with, but sometimes it will depend on the purpose of the slide.  For instructional sake, you may have a series of pictures that tell a quick story or give visual examples.  
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      I am posting on Ollie Iowa, but do not know why Evan's name shows up but mine does not. Am I missing some step? Does it matter? I agree that I had heard about 10 slides before, but I had not heard of the 10-20-30 ratio. It gives me a starting point of reference.
  • always volunteer to go first or last, by the way)
    • dougmay
      dougmay on 14 Apr 15
       
      Always good to make the first or last impression
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      Depending on the venue, you DO NOT want to go last. At conferences, for example, people will often leave before the final presentation. When we get stuck with the last presentation at a statewide conference for teachers, we are basically resigned to the fact that we will get 10% of the audience we would have gotten in the first two time slots. After lunch is also really bad. If the venue was for an interview, that might be a different story. My preference, though, would be to go second. The studies I've seen on this say that if a person "knocks it out of the park" early, it presents a hire-able option right away and they tune out to the rest of the interviews. They will give the first two people a chance just for the sake of comparison, but after that, it might not matter how good you are.
    • ney4cy
      ney4cy on 17 Apr 15
       
      My hsband speaks quite a bit on sunbstainablity and carbon trading. He always hated when he was scheduled to speak right after lunch. He said the audience was usually not as attentive.
  • If you want your audience to remember your content, then find a way to make it relevant and memorable to them
    • dougmay
      dougmay on 14 Apr 15
       
      Making a connection will invest them.
    • rabraham
      rabraham on 14 Apr 15
       
      Yes! and it will help them remember the important aspects.  Connections are  great way to help it be memorable.
  • When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
    • dougmay
      dougmay on 14 Apr 15
       
      I used to have my fifth graders perform Shakespeare memorized on stage. They were always nervous but I would tell them that it is just like we rehearsed over and over again. PREPARATION POWERS PERFORMANCE!
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      Having one successful presentation does wonders for your confidence. You have memories of what you said and how you said it that connected with the audience, and you can always fall back on those if you feel an audience isn't warmed up to you yet.
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I always remind my students that there are two types of nerves: ones for when you're unprepared (the bad kind) and ones for when you're excited (the good kind). If presenters are prepared, then they can use confidence and excitement to connect with the audience.
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience
    • bdoudwaukee
      bdoudwaukee on 14 Apr 15
       
      This is an interesting point to ponder. I'm finding myself thinking about what I enjoy in a presenter an then thinking about how I present to the students. Am I using the same strategies to get my point across to the students? Sadly, I don't think I am.
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      This is a good maxim for all of teaching, not just for presentations. We are here to inspire, guide, coach, and provide feedback more than we are to transfer information, especially in an age where there is so much information and it is readily accessible.
    • chaneline
      chaneline on 14 Apr 15
       
      This point made me think about my presentation coming up.  I was asked to present because of my knowledge base, but I need to go beyond that.  What information does my audience need?  What are they interested in?  The answer to these questions will change and vary based on the audience knowledge level.  
    • ney4cy
      ney4cy on 17 Apr 15
       
      I agree.I always presume that I would be wasting peoples time to do anything beyond "just the facts" But when I reflect on some of the more memorable presentations I have attended, I would say that the ones with a connecting theme and story are more engaging and I retan more of the informtion presented. This is an A-ha moment for me.
    • aboevers
      aboevers on 17 Apr 15
       
      I was also about to highlight this sentence and write the same things recorded here.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • bdoudwaukee
      bdoudwaukee on 14 Apr 15
       
      Oh how I want to tell the students everything! I'm learning (through this and inquiry learning) that I should leave them curious for more.
    • chaneline
      chaneline on 14 Apr 15
       
      I definitely do not appreciate being dumbed down to during a presentation.  Taking time to do some probing questions will help to know what level of understanding the audience is currently functioning.
  • The brain cares about story.
    • bdoudwaukee
      bdoudwaukee on 14 Apr 15
       
      While I know this to be true in my own experience sitting through presentations, it also scares me. How am I to come up with a relevant story for every presentation I make? I don't have that many stories, and I'm really not the greatest storyteller. I get it, but this can be stressful in itself!
    • chaneline
      chaneline on 15 Apr 15
       
      When the presenter is a good storyteller, it's magnificent! I marvel at those people that can tell  interesting stories.  It's what I remember from presentations.
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I agree that the best presenters are the best storytellers. I've found that my students love stories about me when I was younger. I've started adding in some of my funny childhood pictures to add some personality and connection to the content!
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out. What is the essence of your message?
    • rabraham
      rabraham on 14 Apr 15
       
      Keep it simple! By really thinking about and getting right down to the essence of your message, it may save a presentation and not have as many people tune out what is being shared.  These are the things that I take notes on at other presentations, why not just cut to the chase.
  • Cliff Atkinson in his 2005 book, “Beyond Bullet Points,” smartly states that starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • rabraham
      rabraham on 14 Apr 15
       
      I need to keep this in mind while creating PPts.  In the past, I started at the computer, but I think it would be more effective to write out the flow.
  • Humans have been sharing information aurally and visually far longer than we have been getting information by reading lists. A 2003
    • rabraham
      rabraham on 14 Apr 15
       
      This supports the elimination of bullet points.
  • “In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
    • rabraham
      rabraham on 14 Apr 15
       
      I like this idea and need to keep it in mind while putting together presentations.  The information is included, but it is also hooked to an emotion that helps it stay with the audience.
  • “But as a storyteller, you want to position the problems in the foreground and then show how you’ve overcome them,” says McKee. If you tell the story of how you struggled with antagonists, the audience is engaged with you and your material.
    • rabraham
      rabraham on 14 Apr 15
       
      This is essential, especially to educators.  Many people are afraid to do something new because they may fail or have difficulties.  If you share how this happened to you, it helps the audience think of you as a real person rather than someone who got it right the first time...which is not reality most of the time.
  • Twenty minutes
    • rabraham
      rabraham on 14 Apr 15
       
      I usually teach 30 minute classes, so my goal for a longer PPt is usually 15-20 minutes.  If I want to have more discussion, I usually aim for 10-15 minutes.
    • chaneline
      chaneline on 15 Apr 15
       
      For the 50 minute presentation, this is a bogus rule.  People will not be happy with a 20 minute presentation with the rest of the time for discussion.  I would find that very annoying.
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I have 40 minute classes... I don't think this is a good or workable rule. My kindergarten-5th grade students would NEVER have 20 minutes of meaningful discussion. I do often add extra gadgets to my presentations: games, videos, music, pictures to keep them focused and not just reading the text the whole time. 
    • vmcgee
      vmcgee on 17 Apr 15
       
      Twenty minutes is probably about the right amount of time for a Junior High class.  Go beyond that, and we start going beyond their attention span.
  • he stories and the connections they made with the audience caused these relatively small points to be remembered because emotions such as surprise, sympathy, and empathy were all triggered.
    • chaneline
      chaneline on 15 Apr 15
       
      Isn't this so true!  We all remember those powerful stories and are drawn to them.  It's what connects us all.  If a presentation has this, it must be a winner.
    • aboevers
      aboevers on 17 Apr 15
       
      Good point here! But we do need to remember some of the lesser points as well.
  • we learn best with a narrative structure.
    • dougmay
      dougmay on 15 Apr 15
       
      I keep wondering how to use stories in an educational presentation such as information about the solar system.
    • ney4cy
      ney4cy on 17 Apr 15
       
      in a previous course I read about the power of anaarative on retention of information. This was from the work by Eric Jensen.
    • vmcgee
      vmcgee on 17 Apr 15
       
      Yes, I think that maybe "Narrative" is a good term to think of.  "Story" makes it difficult to put in terms of factual information that we deal with.  Maybe it would be easier for me to approach this if I think of it in terms of providing a narrative for students with my content.
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us
    • dougmay
      dougmay on 15 Apr 15
       
      This is so true in retrospect.
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • dougmay
      dougmay on 15 Apr 15
       
      This may not work when teaching 12 year olds. HA
    • bdoudwaukee
      bdoudwaukee on 16 Apr 15
       
      I was thinking the same thing! Ok, if my oldest kid could possibly be 14, then the font is 7 - nope! Right now in my elementary art room it could be much smaller. Funny
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I have kindergarteners- so I'm guessing 2.5 font isn't what the author means. This article seems more directed at professional presenters rather than elementary teachers. 
    • ney4cy
      ney4cy on 17 Apr 15
       
      I would agree. if I were usng this with children I think I would be more likely to stick to larger end of the 30 point max. Yung children need larger font to focus and i would think find it on the slide.
  • The majority of the presentations that I see have text in a ten point font
    • bdoudwaukee
      bdoudwaukee on 16 Apr 15
       
      I just went to the ISEA's training for Mandatory Reporter. It was a video of an RN taking nonstop for 3 hours and going back and forth to a Powerpoint. It was horrible - her slides were the crayon template - what does that have to do with child abuse - and she crammed lots of words on a slide. One slide that she kept going back to, you couldn't even read it was such tiny print. Death by Powerpoint!
  • EXERCISE If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      This should always be the first step to a presentation. It will help the presenter organizer their ideas around the key points, rather than from beginning to end.
    • ney4cy
      ney4cy on 17 Apr 15
       
      This is an excellent idea on how to plan your presentation. A must remember for sure!
  • Your audience needs to see where you are going.
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • vmcgee
      vmcgee on 17 Apr 15
       
      This really goes hand in hand with the focus of our lessons.
  • Contrast is about differences, and we are hardwired to notice differences.
    • vmcgee
      vmcgee on 17 Apr 15
       
      In science I think this can be done by emphasizing differences between a correct and an incorrect model.  I have found that students can learn what is correct often by understanding what is incorrect, as long as they understand why this is the case.
  • I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well.
    • vmcgee
      vmcgee on 17 Apr 15
       
      I think that giving ourselves guidelines like this is a good way to force ourselves to make adaptations to the way that we do things.  It all comes back to concentrating on the focus of the lesson.
    • aboevers
      aboevers on 17 Apr 15
       
      I wish all presenters followed these rules!
    • aboevers
      aboevers on 17 Apr 15
       
      But usually students won't read assigned material and you need to present a summary--but this has to change!
  • elevator test. This exercise forces you to “sell” your message in 30-45 seconds
    • aboevers
      aboevers on 17 Apr 15
       
      I do this (but I call it an Elevator Pitch) with my students when they are preparing the Proposal or Problem/Solution paper. They act like they are on "Shark Tank" and sell the idea to the class in a short speech. It is a great way for them to decide what are the most important support points and solidify the topic.
  • storytelling is the key to leadership and communication in business:
  • aim to unite an idea with an emotion
    • aboevers
      aboevers on 17 Apr 15
       
      I see some connections to advertising here. We are creating emotional, logical, and persuasive presentations to "sell" the information we are presenting.
  • If clarity and economy of expression are the goals, it would be hard to find a more perfect medium.”
    • aboevers
      aboevers on 17 Apr 15
       
      This is where power point originated, I suppose!
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • aboevers
      aboevers on 17 Apr 15
       
      Good rules to live by!
  • PowerPoint
  • PowerPoint
  • mgoodwin5 on 18 Apr 15
     
    Articles: Preparation-This is a perfect "motto" to go by when creating presentations that I will begin using. In other readings we've already had, it was mentioned about having ten powerful slides and getting across the main idea, instead of having a long drawn out, boring presentation that doesn't allow the audience to take much away from it in the end. Working with this in mind, that is where the practice of my presentation comes into the picture. If a presentation is practiced well enough, the large font and small amount of text won't matter since will be able to expand the information on the slides.
  • ...1 more comment...
  • mgoodwin5 on 18 Apr 15
     
    Articles: Preparation-Whatever you are presenting needs to have a story behind it-somehow-as well as making the story interesting. Most of the time presentations can be given by doing so with personal experiences. Personally, I love hearing about other's personal experiences when it comes to pertaining to my career and their lives, due to the fact that it helps me learn from them. I feel by incorporating into the presentation some personal experience, this allows the presenter to be more comfortable in front of the audience, know their material well, and the audience will remember the presentation. Many presenters do a great job of incorporating comedy into their presentations, which adds to the creativity and helping the audience relate and remember the content.
  • mgoodwin5 on 18 Apr 15
     
    Articles: Preparation-I love the exercise that forces you to "sell" your message in 30-45 seconds. This is a great exercise to test yourself to see if you know your presentation. Would the presenter be able to do this? Would I be able to do this? Do I know my information I need to present? What do I need to do to improve my presentation in order to be able to sell in it such a short amount of time? This exercise would be a great way for my students to run through their presentation with another student as a practice for the actual presentation.
  • mgoodwin5 on 18 Apr 15
     
    Articles: Presentation-There are quite a few that mention font size. I feel this is a problem for many either questioning what size to have, if the size they are using is too large or too small, as well as what actual font to use. I find humor in the comment using the oldest person in the audience and divide by two with that being the font size. Using the 10/20/30 is the way to go to have an effective presentation. This is what I will be using and what part of my expectations will be for my students for any of their presentations to be more effective.
Amy Burns

CogDogRoo - home - 0 views

cogdogroo.wikispaces.com

moodle_iowa web2.0 wiki storytelling tools digital_storytelling presentation technology writing

shared by Amy Burns on 14 May 11 - No Cached
  • Amy Burns on 14 May 11
     
    Great list of Web2.0 tools with emphasis on digital storytelling.
  • Amy Burns on 14 May 11
     
    I use this site often for ideas relating to digital storytelling.
Marisa Dahl

Little Bird Tales - Home - 0 views

littlebirdtales.com

writing story storytelling digitalstorytelling assessment moodle_iowa

shared by Marisa Dahl on 30 Sep 14 - No Cached
  • Marisa Dahl on 30 Sep 14
     
    Early childhood storytelling resource, it is also an app. 
tvalline

Articles: Presentation "Awakening" - 5 views

moodlesw.aeapdonline.org/...view.php

shared by tvalline on 19 Sep 14 - No Cached
    • medidiigo
      medidiigo on 19 Sep 14
       
      And all this time I thought it was just my own inability to stay focused...No wonder we begin to "zone out" when someone reads their slides to us.
  • PowerPoint is a medium
    • medidiigo
      medidiigo on 19 Sep 14
       
      a very valid point. It is, afterall, only a tool. It is how we choose to use the tool that really matters. A challenging and freeing thought.
    • nathanjenkins
      nathanjenkins on 20 Sep 14
       
      Yes.  I could have benefited from a quick course a long time ago.  I believe sometimes we are too caught up in learning the tool and lose the meaning behind it.
  • it is more difficult to process information if it is coming at you both verbally and in written form at the same time.
    • medidiigo
      medidiigo on 19 Sep 14
       
      No wonder I have felt frustrated when a presenter is reading his bullet points to the group. This explains our tendency to mentally "check out" after about the third slide full of text.
    • nathanjenkins
      nathanjenkins on 20 Sep 14
       
      I am guilty of this presenter fault.  No wonder my students seemed to check out.  Even after I gave them a sheet to follow along and take notes.  It would have been much better if I didn't say anything at all and just let them read and write the information.
  • ...26 more annotations...
  • Talking about pollution in Houston? Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works.
  • Talking about pollution in Houston? Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works
    • medidiigo
      medidiigo on 19 Sep 14
       
      A picture is worth a thousand words. It's time we tap into the power of the emotional connection in our presentations. Students and colleagues will remember major points because they are connected to an emotionally charged visual image.
  • Once a younger worker hears the story of what happened to the poor guy who didn’t wear his hardhat on the factory floor, he never forgets the lesson (and he never forgets to wear his hardhat). Stories get our attention and are easier to remember than lists of rules
    • medidiigo
      medidiigo on 19 Sep 14
       
      I love this example. It does a good job of emphasizing the importance of using stories. The story in this example was much more effective than a memo because it struck a chord with the listener who was able to visualize the consequences of not heeding the warning.
    • nathanjenkins
      nathanjenkins on 20 Sep 14
       
      I really enjoy the push for storytelling in this article.  I find the lack of storytelling in our school system one of the great demises.  Everyone craves a good story, everyone needs a good story.  Many cultures thrive on storytelling as one of their main forms of education.
  • If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
  • “Curse of Knowledge.” The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic. When he speaks in abstractions to the audience, it makes perfect sense to him but him alone. In his mind, it seems simple and obvious. The six principles—SUCCESs—are your weapons, then, to fight your own Curse of Knowledge (we all have it).
    • medidiigo
      medidiigo on 19 Sep 14
       
      So they are saying that we assume that our audience understands background knowledge at the same level that we do. Isn't it true that we don't want to bore people with information that they already know? Seems like a fine line...
  • it is more effective to target both the visual and auditory processors of working memory
  • One of the components for creating sticking messages is story
    • merle64
      merle64 on 20 Sep 14
       
      Absolutely true!  Our whole lives are a series of stories, with universal truths and we not only reveal ourselves through sharing our stories, we help others feel understood, too.  Wrap a difficult, abstract concept in a story, and you've just created a connecting experience for the audience.  It takes discernment, however, to recognize the stories that communicate our message the very best.
    • tvalline
      tvalline on 24 Sep 14
       
      In addition, we need to make sure these stories are relevant and concise as possible so we don't lose our audience in the details.
  • Research shows that visuals (animation) plus concise, simultaneous narration is better than just narration alone.
    • merle64
      merle64 on 20 Sep 14
       
      A master at this is author and speaker Patrick Lencioni.  His presentations are filled with creative visuals and funny, informative, research-based content that make a person think in new ways.
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)If all you want to do is create a file of facts and figures, then cancel the meeting and send in a report.
    • merle64
      merle64 on 20 Sep 14
       
      I love this!  It is both a gift and an art to be able to successfully help people understand "why you're excited, sad, etc."  And it can't be manufactured--it has to be at least somewhat organic in that the presenter truly has to believe in what he/she is communicating, and see purpose driving it. The audience can perceive inauthenticity quickly.
  • If you believe in your idea, sell it. Make your point as hard as you can and get what you came for. Your audience will thank you for it, because deep down, we all want to be sold.
    • merle64
      merle64 on 20 Sep 14
       
      I would add that some people, depending on their personality, "buy in" easier than others.  Some are intrinsically skeptical at first--and it's a slower process to form a connection with the speaker. Our history also has something to do with this.  If we're used to long-winded, uninteresting speakers, we may form a initial resistance against any presenter.  That makes the presenter's job an even more complex (but fascinating!) challenge.  
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • merle64
      merle64 on 21 Sep 14
       
      This is a challenge!  When I'm working with elementary students on writing lessons, I've used real rough drafts of some of my picture book manuscripts to show the evolution from rough draft to finished picture book.  Lots of text, with me reading. If I'm most honest, it's also the time in the presentation when I feel like I'm losing their attention.  I amp up my theatrics, but that's not enough.  There has to be a better way to show visually  how making changes to a rough draft can dramatically improve the text.  
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)If all you want to do is create a file of facts and figures, then cancel the meeting and send in a report.
  • Cognitive load theory
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      I'm excited to learn more about this. 
  • Most of us know intuitively (or through experience) that presenting to an audience with text-filled slides does not work, but others — your boss perhaps — may need more convincing.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      With the abundance of district-led presentations we must suffer through each year, it seems that this class should be part of every administrative credential program.
  • Communication is the transfer of emotion.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      This is crucial. I've rarely been moved by an all-staff presentation. A few times, at national conferences with polished speakers, I've had moments of emotional connection. But it is too rare. 
    • marydirksen
      marydirksen on 21 Sep 14
       
      First things first. Create emotion to engage the brain.
    • tvalline
      tvalline on 24 Sep 14
       
      Exactly.  Emotion creates connection and this promotes retention.
  • Our brains have two sides. The right side is emotional, musical and moody. The left side is focused on dexterity, facts and hard data.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      Last year, in the course "Examing: Teaching with the Brain in Mind," we learned this was not true. We were told the brain is not divided into hemispheres as previously thought. The entire brain is working together at the same time. It was a great class, and it is having a profound impact on my teaching (and learning!). 
  • Bullets Are For the NRA
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      I love this!
  • “Our mission is to become the international leader in the space industry through maximum team-centered innovation and strategically targeted aerospace initiatives.” Or “...put a man on the moon and return him safely by the end of the decade.”
  • Surprise people.
    • Joe Brekke
      Joe Brekke on 21 Sep 14
       
      This is so risky! I love people who take risks!
  • First, make yourself cue cards.
    • marydirksen
      marydirksen on 21 Sep 14
       
      This is where I need to start creating power points for my audience and NOT just so that I can keep track of my content
  • Second, make slides that reinforce your words, not repeat them
    • marydirksen
      marydirksen on 21 Sep 14
       
      Obvious , but true.
  • its essential meaning
    • marydirksen
      marydirksen on 21 Sep 14
       
      We all want this. Get to the point!
  • real things
    • marydirksen
      marydirksen on 22 Sep 14
       
      That's how we learn, by introducing new ideas with context.
  • No dissolves, spins or other transitions.
    • tvalline
      tvalline on 24 Sep 14
       
      Good to know.  I always thought this helped keep the interest of my audience.  I guess the interest would be on the transition and not on what I'm trying to get them to learn.
  • It is not enough to take people through a laundry list of talking points and information on your slides; you must make them feel something.
    • tvalline
      tvalline on 24 Sep 14
       
      This gets to the root of making information stick.  We must appeal to emotion.  
  • people can not read and listen well at the same time
    • tvalline
      tvalline on 24 Sep 14
       
      This is a key point I think presenters, including myself, often forget.
jessicawoods8

Articles: Preparation - 6 views

moodlesw.aeapdonline.org/...view.php

shared by jessicawoods8 on 09 Jul 14 - No Cached
  • Start with the end in mind
    • kbelland21
      kbelland21 on 09 Jul 14
       
      I think this is really important. Looking at what we want our students to learn at the end of a lesson is the beginning of lesson planning. Looking at the end goal is the start of presentation planning.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Yes. What is the outcome. Currently, we ask: What do I want students to know? and we also have to ask: How will I know they got it? In other words, what measuring tool will be used. This can indeed impact your story and the number of "big ideas" you choose to include.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      This makes sense for teachers, since we think this way for educational objectives. But for other speakers, this might be a more novel idea.
    • pattyharris123
      pattyharris123 on 31 Jul 14
       
      Even outside of education, Evan, we should be thinking of the end - what are we trying to accomplish or get across? Otherwise, the presentation would just be a mess....LOL
    • nettiemarie
      nettiemarie on 03 Aug 14
       
      I think this only makes sense you need to know what you what your students to know in the end and work backwards
  • Who is the audience?
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Great question! And how do I get their attention?
    • tjbudd
      tjbudd on 17 Jul 14
       
      Exactly. I never have the same class from semester to semester. Students with different interests, abilities, and backgrounds.
    • pattyharris123
      pattyharris123 on 04 Aug 14
       
      Most of the time, my audience members have been teachers. (I have been an elementary principal.) My teachers want to focus more on getting papers graded, "side barring", and working on plans than listening. (Yes, they have been a challenge.) I need to really hit them with something catchy in order to get their attention! Teachers are hard to deal with. :) (Been there, done that. LOL)
  • If your audience could remember only three things about your presentation,what would you want it to be?
    • kbelland21
      kbelland21 on 09 Jul 14
       
      This goes back to having the end in mind. What do you want the audience to remember at the end? Great question to ask when planning for your presentation.
    • mnollsch
      mnollsch on 12 Jul 14
       
      Yes, a great reminder about how to keep it simple.
    • joyisuful
      joyisuful on 16 Jul 14
       
      I always need to think about this before I start planning a presentation and then stick with it.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      A helpful tip in order to slim down a presentation.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Important to remember when planning a presentation! 
  • ...56 more annotations...
  • whiteboard in my office to sketch out my ideas
    • kbelland21
      kbelland21 on 09 Jul 14
       
      This is another great idea. I am a very visual person. This would help me better prepare myself for the presentation.
    • mnollsch
      mnollsch on 12 Jul 14
       
      I think sticky notes will work well for me as I like to be able to move things around.  I do this with students as a class activity and it works well.  I think it will work for the planning stage too.
  • audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
    • kbelland21
      kbelland21 on 09 Jul 14
       
      I agree. I can recall information if it can be related back to me in some way. Make it relevant to the audience.
  • contrast is one of the most fundamental and important elements to include.
    • kbelland21
      kbelland21 on 09 Jul 14
       
      Never thought of having contrast in a presentation. Contrast does keep the audiences attention.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything. Which brings us to the idea of simplicity.
    • mnollsch
      mnollsch on 12 Jul 14
       
      I know I do this often.  It's a balancing act to figure out what the primary point of each lesson and yet also provide enough background for students to know the why. I want them to be able to talk about the evidence-base. It's important to recognize that the why can be done in a simple way.
    • joyisuful
      joyisuful on 16 Jul 14
       
      I do this as well.  Sometimes I need to let the background information come out as I'm talking and adjust if I feel I need to tell more as I find out their understanding.  Sometimes I give them way too much information when they would understand better if I kept it simple.
  • I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph in this section and so on
    • mnollsch
      mnollsch on 12 Jul 14
       
      In the past I have planned my words first and the visuals were added later to break up my words. So I wasn't really looking at the presentation as a whole.  This is definitely a new and better way of planning!
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      This seems like it would be second nature to me, but I need to include more of this.  I use lots of visual examples, but this is different...using visuals to make points (rather than lots of bullets of information).
  • so what
    • mnollsch
      mnollsch on 12 Jul 14
       
      "So What?" Great question.  I want students to know some content in order to apply it to their own teaching and interactions with children.  If I am just giving them facts without asking the "So What? or So that?" question I might be overloading them.  This could help me learn to simplify
  • In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
    • mnollsch
      mnollsch on 12 Jul 14
       
      Weaving the facts into the story or connecting the facts back to the story will help them stick.
  • udiences tend to forget lists and bullet points, but stories come naturally to us;
    • mnollsch
      mnollsch on 12 Jul 14
       
      I know stories work when I see students use the stories or examples when they answer essay exam questions!  The story makes the concept stick.
    • joyisuful
      joyisuful on 15 Jul 14
       
      Bullet points only make us think we need to take notes and memorize.  We rush to get them all down and don't pay attention to what is being said.  Stories help us remember!
    • we4nails
      we4nails on 18 Jul 14
       
      I often find that with bullets, now that most people will send you the outline or hand it to you, that I just start making a to-do list with (look over this later) as one of them!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Some times I think bullets get a bad rap with Garr. I like them in many situations. But, they tend to be a crutch more than a tool in presentations.
  • Kamishibai is a form of visual and participatory storytelling that combines the use of hand-drawn visuals with the engaging narration of a live presenter. K
    • mnollsch
      mnollsch on 12 Jul 14
       
      Love this! I got a little distracted watching Kamishibai on youtube!
  • Force yourself to use no font smaller than thirty points.
    • mnollsch
      mnollsch on 12 Jul 14
       
      Larger fonts are also easier to read. It's very frustrating to watch a presentation where you have to squint.
    • tjbudd
      tjbudd on 17 Jul 14
       
      I had an instructor at ISU years ago who used very strict word limits on essay responses. I learned to eliminate all unnecessary words and focus on getting right to the point.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Thomas- Interesting! I would have been in trouble in that class.
  • ten concepts in a meeting—
    • mnollsch
      mnollsch on 12 Jul 14
       
      Sure but I think you might have fewer concepts and more slides but I get the point. Less is better
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      Ten concepts seems like a LOT!  
  • it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.”
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Keep it simple- pretty hard. You have to know what your audience doesn't know. Good point.
  • a simple sentence on the back of a business card. Try it. Can you crystallize the essence of your presentation content and write it on the back of a business card?
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Good idea. Maybe a memory hook or cue words to help them remember! 
    • Patty Harrell
      Patty Harrell on 16 Jul 14
       
      Wow! That would be a powerful and important message indeed!  Maybe a catch phrase or a "hook" for the memory?
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      Would be a good activity for students and used as a tool to check the success of the presentation.  
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      I'd have to write pretty small in some situations.
    • david moeller
      david moeller on 21 Jul 14
       
      Precision and brevity.
  • 10/20/30 Rule of PowerPoint.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Good memory hook here!  Knew about the 10 slides only. Ususally keep my lesson pwerpoints to less than 15 minutes anyway-Always worried about the font size. Good to have a reference.
  • If you can’t really answer that question, then cut that bit of content out of your talk.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Good point. This should be any easy question to remember to ask myself.
  • authentic. His stories were from his heart and from his gut, not from a memorized script.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Isn't this the truth. Authentic stories can mesmerize!
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      This is a true statement, it is easy to tell when it is an actual experience.  
  • The biggest element a story has, then, is conflict.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      This absolutely makes sense. Especially as I teach middle school, where drama rules!
  • Humans are predisposed to remembering experiences in the narrative form
    • joyisuful
      joyisuful on 15 Jul 14
       
      I remember stories so much better than facts.  I have noticed the kids in my class do too.  I have realized that when telling stories I need to think about the important details though and leave out the unimportant stuff.
  • to involve people at the deepest level you need to tell stories
    • joyisuful
      joyisuful on 15 Jul 14
       
      This is probably why most people enjoy fiction more than nonfiction.  However, nonfiction can be in storytelling form too- true stories!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      So true! Storytelling is synonymous with "narrative", not "fiction", since many true stories are just that... true and stories.
  • we do not need to memorize a story that has meaning to us. If it is real, then it is in us.
    • joyisuful
      joyisuful on 16 Jul 14
       
      This is true, the problem is, I don't always know of a story to tell that has meaning to me.  However, even a story that doesn't have major meaning to me is easier to recall than a bunch of bullet points.
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points
    • joyisuful
      joyisuful on 16 Jul 14
       
      These are easy to remember and useful!
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      It is easy to remember, but might be difficult to implement! 
    • we4nails
      we4nails on 18 Jul 14
       
      Maybe this means that delivery of content is often NOT where we should use PowerPoint! I think we have often been using it for the wrong purpose.
  • a normal human being cannot comprehend more than ten concepts in a meeting
    • joyisuful
      joyisuful on 16 Jul 14
       
      I'm definitely a normal human being.  Ten concepts might be too many for me even.  
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • joyisuful
      joyisuful on 16 Jul 14
       
      This rule wouldn't work in the elementary classroom as a Kindergarten font would then be 3 or smaller!  However, I do think it is a great rule when working with adults.  If we are going to try to keep it to six words or less per slide then 30 font would work well.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Interesting equation! 
  • The biggest element a story has, then, is conflict. Conflict is dramatic. At its core, story is about a conflict between our expectations
  • It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • joyisuful
      joyisuful on 16 Jul 14
       
      Great way to think about keeping everything in the right proportion.
  • What are their backgrounds? How much background information about your topic can you assume they bring to the presentation?
    • joyisuful
      joyisuful on 16 Jul 14
       
      This should be easy when presenting in a classroom and for me easy when presenting to teaching staff as well.  However, if I ever have to speak to a larger group that I don't know as well, I will need to do some investigating in this area.
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • joyisuful
      joyisuful on 16 Jul 14
       
      I don't usually do this but have started on my final presentation in "analog mode" and it seems to be a lot more efficient so far.  I'm not very far along though but I do feel in the end I will feel like starting with paper and pencil will have been a great help with planning.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      I never have considered this before, seems like it would be helpful in organizing ideas.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      I can't over- emphasize how important this is for me. It might be just me, but it does help get my thoughts out there and then see how they connect.
  • After all, the audience could always just read your book (or article, handout, etc.)
    • tjbudd
      tjbudd on 17 Jul 14
       
      Why don't students just read the book? Our job in presenting is to answer that specific question. The tough part is figuring out the why for each student.
    • fshellabarger
      fshellabarger on 18 Jul 14
       
      This is such a solid point! When I go into a class or a presentation, I want to know that I am there getting authentic, tailored-to-fit instruction that I couldn't find elsewhere. This is what keeps the audience interested. I unfortunately know too many college students that would learn how a teacher lectures and from there decide whether or not they would need to show up through the semester in order to pass the class. As a presenter, you should always be indespensible.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Thomas, I liked the way you framed this. To a certain extent, the information we need to learn is prevalent in this informational age. In a way, teaching = presentation
  • Why were you asked to speak?
    • tjbudd
      tjbudd on 17 Jul 14
       
      I watched a commencement speaker struggle with this as he rambled on for 45 minutes with no clear message. I imagine this is like going to watch my favorite band and having them not play any of their popular songs.
  • The best presenters illustrate their points with the use of stories
    • tjbudd
      tjbudd on 17 Jul 14
       
      I like this technique. I try to create stories that my students find interesting. Sometimes the most effective stories involve my past failures.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      Stories are good, but only if they are not over-used.
  • If you must use more than ten slides to explain your business, you probably don’t have a business
    • tjbudd
      tjbudd on 17 Jul 14
       
      I teach a business class and students so often try to write a business plan with flowery language and unnecessary details. Interesting to see the common threads between selling a business and selling a lesson.
  • What is the purpose of the event?
    • fshellabarger
      fshellabarger on 18 Jul 14
       
      Understanding your purpose for presenting can be very crucial. I was recently at a technology and literacy conference in Chicago. I went to the conference to collect strategies and network with other teachers for ideas. I also knew going into the conference that all of the presenters would inspire and motivate me as a teacher. This is what I was most looking forward to even though it wasn't part of the description for what the conference was about. Knowing how your purpose aligns with your audience's purpose is key.
  • always volunteer to go first or last, by the way
    • fshellabarger
      fshellabarger on 18 Jul 14
       
      This is interesting. I would love to know what the research is behind this tip. I am guessing it is because those are some of the most memorable presentations. When you get caught in the middle, I imagine the audience's focus isn't as high.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Haven't seen any research in this regards. From personal experience, these are often the places where the audience is the most attentive (first) or most likely to remember your message (last). It is the same logic we (our family) use when performing for martial arts competitions... the judges remember the first or the last one the best.
  • interesting, clear beginnings; provocative, engaging content in the middle; and a clear conclusion
    • fshellabarger
      fshellabarger on 18 Jul 14
       
      This is good to remember for what kind of stories we want in presentations. Stories are meant to capture the audience, serve a puropose towards our cause within the middle, and serve as a point while concluding the story.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      I like this too. Stories are not synonymous with "fiction", but rather with "narrative".
  • people are not inspired to act on reason alone
    • fshellabarger
      fshellabarger on 18 Jul 14
       
      This is so true! People make a change out of an emotional appeal that they have encountered that drives the change. Reason just helps justify acting on the emotional response for acting.
  • It may be cool, but is it important or help your story in a very important way…or is it fluff?
    • we4nails
      we4nails on 18 Jul 14
       
      There is a fine balance sometimes working with 14-year-olds. Often, "fluff" draws them into the content - it seems that the "fluff" may have a place in what you say but not on the slide itself.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Heather, this is a good point. I think teachers are much better at this than other public speakers, and Garr is probably talking to non-teachers here. Teachers have quite a bit of expertise at telling a story and connecting it to the relevant point of the lesson. Maybe the only "danger zone" for teachers is spending too much time on the anecdote, but that is not a very often situation.
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
  • and to know how to explain them well
    • we4nails
      we4nails on 18 Jul 14
       
      This is where the idea of having your own detailed cue cards is very important. If you aren't clear, you may miss the points you need to talk about due to the minimalist slide presentation format.
  • People prefer to present only the rosy (and boring) picture
    • we4nails
      we4nails on 18 Jul 14
       
      It also seems that in a classroom setting, when students can see you as being vulnerable and overcoming a conflict at some point, it helps them to be more willing to take risks in your class!
  • Twenty minutes. You should give your ten slides in twenty minutes.
    • tjbudd
      tjbudd on 18 Jul 14
       
      I think 20 minutes is appropriate for a pitch, not necessarily for a class period. That said, we wouldn't spend an entire class period on one point.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      True. I think his general audience for this book is sales pitch presenters. Probably the better way of thinking about this is that spend 20 minutes presenting the info in the class, and the other 20 minutes is interspersed q&a with student, checking for understanding, handling classroom management, etc.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      A 20 minute presentation would be perfect for my kindergarteners!
  • What is the essence of your message? This is the ultimate question you need to ask yourself during the preparation of your presentation.
    • jessicawoods8
      jessicawoods8 on 21 Jul 14
       
      Great question to ask yourself before even beginning to put together a presentation.
    • david moeller
      david moeller on 21 Jul 14
       
      Such a simple concept to keep in mind for success.
  • too much information into the talk without making the effort to make the information or data applicable to the members of the audience
    • david moeller
      david moeller on 21 Jul 14
       
      I'm guilty of this. on many occasions. more focused information with a one-page overview handout out after the presentation is my current thinking...
  • EXERCISE
    • david moeller
      david moeller on 21 Jul 14
       
      As I prepare my thoughts for my final presentation (which is what I'm currently working on for beginning of the school year) I think to myself: which three big ideas to I want to convey about Office 365 to all K-12 staff. My initial thoughts are 1) communication and collaboration, 2) access, and 3) simplicity.
  • No software to get in my way
    • david moeller
      david moeller on 21 Jul 14
       
      I struggle with where to begin. If the software is easy, and not used for the final presentation -- like evernote or onenote, or a mind mapping program, I like to begin there. I like using my whiteboard, but it limits my access to my thoughts--unless I take a picture I suppose, but I prefer either OneNote in O365, or an engineers notepad to layout and organize--along with some stickies!
  • “So what?
  • “sell” your message in 30-45 seconds
    • david moeller
      david moeller on 21 Jul 14
       
      Selling points for O365 - collaborative, simple, accessible. done. :-0
  • Rambling streams of consciousness will not get it done; audiences need to hear (and see) your points illustrated.
    • david moeller
      david moeller on 21 Jul 14
       
      Guilty. Again. Stick to the (mental) script...
  • ctually rehearsed with an actual computer and projector
    • david moeller
      david moeller on 21 Jul 14
       
      Live performances. Authentic practice. I think live wrestling matches in practice and simulated races in dragonboat paddling: both make the real thing far less nerve-wracking. Preparation = confidence.
  • engage the audience
    • david moeller
      david moeller on 21 Jul 14
       
      And engagement is key. I find myself much more engaged when a presenter related the facts to a story.
  • It is true that the presentation would have been even better if the slides had been better designed and used properly, but in this particular case, the CEO gave a powerful and memorable presentation in spite of those shortcomings. Trust me, this is very rare in the world of CEO presentations. There are four essential reasons for his success that night: (1) He knew his material inside and out, and he knew what he wanted to say. (2) He stood front and center and spoke in a real, down-to-earth language that was conversational yet passionate. (3) He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
    • david moeller
      david moeller on 21 Jul 14
       
      This is a good lesson. Especially effectively continuing on with the presentation with the technology acting up...
  • What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect? In your opinion, what are the most important parts of your topic for the audience to take away from your, say, 50-minute presentation?
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Good questions to remember even before beginning the PowerPoint! 
  • A data dump
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I have been a part of many of these types of presentations during professional development. 
    • nettiemarie
      nettiemarie on 01 Aug 14
       
      I completely agree...these as the worst .. I dread PD for that fact...what do I remember from these .. nothing
  • If you took the time in the first step to outline your ideas and set them up in a logical fashion, then your thinking should be very clear.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I feel a presenter has a clear idea of where the presentation is going if they take the time to outline ideas beforehand. 
  • The more you are on top of your material the less nervous you will be
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I have learned this in my presentations! The more I rehearse, the more I know my topic and the better I feel during the presentation. 
medidiigo

Articles: Preparation - 8 views

moodlesw.aeapdonline.org/...view.php

shared by medidiigo on 21 Sep 14 - No Cached
  • Find out everything you can about the location and logistics of the venue.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I found this out just this past week. I prepared my presentation, but when I got there I found no way to project my information on a screen large enough for everyone to see.
    • merle64
      merle64 on 21 Sep 14
       
      That is a real conundrum!  I've had that happen too, and because of that, I carry concrete visuals and props that I can use in case there is a technology fail.  It's not ideal, but in a pinch, a "homespun" presentation delivered well can still convey a message.  Using Keynote has been particularly hit and miss unless the school uses Mac. 
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Seems like a contradiction.
  • always put yourself in the shoes of the audience and ask “so what?”
    • tvalline
      tvalline on 24 Sep 14
       
      Great reminder.  I am generally presenting to either high school students or teachers.  My approach needs to include an empathetic component...what would I think/feel/retain if I was listening to my presentation from their perspective?
    • medidiigo
      medidiigo on 30 Sep 14
       
      I had a professor once who always said, "Turn to your neighbor and ask 'So what? Who cares?' It really does make you think about what's important.
  • ...22 more annotations...
  • a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points. While I’m in the venture capital business, this rule is applicable for any presentation to reach agreement: for example, raising capital, making a sale, forming a partnership, etc.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I like this concept. I have recently attempted the PechaKucha method of 20 slides, 20 seconds each. I not only had trouble coming up with 20 slides (my presentation did not need that many), I felt like I was rushing to say what I had to say in the 20 second time period. 10x20x30 seems much more presenter-friendly to me.
    • merle64
      merle64 on 21 Sep 14
       
      Hmmm.  This is certainly challenging when I'm asked to present for 45 minutes to an hour, and the technology is working well.  What if there are breaks in the presentation for interaction and activity?  I would like to take on this challenge of honing down the number of slides, while make sure I have enough content.
  • Who is the audience?
    • merle64
      merle64 on 21 Sep 14
       
      This is a key question.  In the presentations I do, the audiences are often mixed with adults and children.  I could have infants to 80 year olds, so it' always a challenge to target my talk to the mixed group.  Often, I try to aim for the older elementary kids, but include the preschoolers in a few slides and activities, too.  Asking the audience question of the person in charge of booking the event may not always get me an exact answer, because they too don't know who will attend the event.  So the goal is to create a somewhat universal talk that works for both kids and adults.  
  • If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • marydirksen
      marydirksen on 22 Sep 14
       
      A great "take-away" tool.
    • tvalline
      tvalline on 24 Sep 14
       
      This I love.  It helps provide focus and gives permission to simplify/clarify...get rid of the unnecessary.  
  • Who is the audience?
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      That sounds like a difficult job...to create a slide presentation for such a range of ages.  It reminds me of reading children's books.  Some of my favorites I enjoy for different reasons than my children enjoy them, yet they reach both of us.  There are often hidden innuendos and beautiful prose that go over my children's head, but the main message is still conveyed to them too.
  • “Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
    • merle64
      merle64 on 21 Sep 14
       
      I agree!  And the stories need to be authentic, and not have a "Chicken Soup for the Soul" or plucked-from-the-internet-last-minute feel.  You don't want people to feel manipulated--they get to choose how the story makes them feel. 
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      What a great class...I finally feel justification in story telling and keeping the education real.  Now, I can create presentations without having to read slide after slide, tell stories throughout, and be affirmed that I am reaching my students more than ever.
  • Internalize your story, but do not memorize it line by line. You can’t fake it. You believe in your story, or you do not. And if you do not, no amount of hyped-up, superficial enthusiasm or conviction will ever make your time with an audience meaningful. If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form? Your words will be hollow.
    • merle64
      merle64 on 21 Sep 14
       
      Amen.  "You believe in your story, or you do not." The best stories I've seen told also unveiled a truth about the presenter, even if the story wasn't involving him/her.  It's fascinating to figure out why this story or that story made the cut into the presentation, but most of the time, if the story is a good one, I'm fully absorbed in the story too much for analyzation. : )
    • tvalline
      tvalline on 24 Sep 14
       
      I love stories and understand why they captivate.  However, I have not previously used any in my presentations.  Now I will.
  • Start with the end in mind
    • marydirksen
      marydirksen on 22 Sep 14
       
      Excellent example of backward design
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything
    • marydirksen
      marydirksen on 22 Sep 14
       
      This is liberating!
    • tvalline
      tvalline on 24 Sep 14
       
      Agreed!  I often get bogged down in telling to much, when more would be retained if I simplified my message.
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      Thank you! By simplifying the presentation, and leaving out some bits and pieces of information, the presenter is leaving room for the skills of reasoning to be put to work.  Inductive and deductive reasoning are crucial in the learning process.  It is wise to give them something to work for.
  • Ten slides
    • marydirksen
      marydirksen on 22 Sep 14
       
      Only 10? With a maximum of 6 words a piece? 60 words? Yikes!
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • marydirksen
      marydirksen on 22 Sep 14
       
      Simple.
  • participatory.
    • tvalline
      tvalline on 24 Sep 14
       
      Often times it seems this part is lacking.  It's so easy to daydream when a presenter is not actively engaging the audience.
  • I often say to myself, “dakara nani?” or “sore de…?”which translate roughly as “so what?!” or “your point being…?”
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      This quote brought me to a smile.  Why not?  Why not ask be a devil's advocate to yourself.  I definitely see this tactic helping me to remove unnecessary information/visuals from my presentation and focusing in on the important stuff.
  • To prevent an epidemic of Ménière’s in the venture capital community, I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      I find it intriguing that Kawasaki is recognizing the physical affects of not just staring at a computer screen, but of watching the presentation itself.  I think about elementary schools...kids under the age of 12 shouldn't have more than 2 hours of screen time a day.  If Kawasaki is making a negative connection with too much presentation time, should we be considering the amount of time in classroom technology is used? 
  • You should give your ten slides in twenty minutes.
    • marydirksen
      marydirksen on 26 Sep 14
       
      This is another great "Zenlike" strategy. In the classroom as well, the presentations should never exceed 20 minutes. Students need time to actively process information, particularly if it is new content.
  • 4. Keep it simple
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Great reminder - this is the toughest concept to communicate to students. They still seem to think "more stuff" reflects "more knowledge." Even some of my colleagues still believe an essay of 10-12 pages means students have learned more than if they wrote a 2-3 page essay. Yikes. 
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      The more I read about how the brain works, the more I encounter this principle. Pen on paper is a better way to tap into our creative, idea-generating selves. Just because we are 1:1 with our digital devices doesn't mean we must always use those tools. 
    • medidiigo
      medidiigo on 30 Sep 14
       
      I actually found this to be rather difficult to do. I kept wanting to reach for the laptop because I am so used to typing as I think. But putting concepts on sticky notes turned out to be much more flexible because I could try different combinations/groupings of concepts.
  • In addition, it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I'm planning a presentation with a colleague, so I guess we'll need to make time for both of us to tell our stories.  
  • When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      True! This is what we teach in high school English classes. I think I may just need to share these articles with my classes. Will I be breaking all copyright laws? 
  • We are wired to forget what our brains perceive as unimportant to our survival. Our conscious mind tells us to read the physical chemistry book over and over because we need to pass the class, but our brain keeps telling us this is dull, uninteresting, and unimportant to our survival. The brain cares about story.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      This is the history of my own education. The way they were presented to me, math and science couldn't keep my interest. No one convinced me they were essential to my life. With stories in English class, there was never any question. Of course, now I see math and science differently, and I wouldn't change my areas of study, but as my math and science colleagues continue the quest, they'll be successful using stories. Many already do :-) 
  • Kamishibai: Lessons in Visual Storytelling from Japan
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I love learning about this storytelling form. I plan to share this with my students as we prepare to make presentations. There is something essential about the human interaction. Slides and text alone are not as engaging. 
  • authentic
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Rule #1, above and beyond all else in my book. Don't try to b.s. your audience. 
  • 10/20/30 Rule of PowerPoint
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Right on! Right on! I love this! 
julievanmanen

Articles: Preparation - 5 views

moodlesw.aeapdonline.org/...view.php

shared by julievanmanen on 09 Nov 14 - No Cached
  • What is the purpose of the event?
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      I think this is great advise.  Every presentation needs to be designed to meet the needs of the audience.
    • kimkaz
      kimkaz on 14 Nov 14
       
      I am a broken record about this at school.  Intention, intention intention!
  • A data dump
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      Data dump has been a problem for many presentations that I attend and many presentations that I have facilitated myself.  I am going to be much more aware of this.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      Don't you just love the term "Data Dump"? It's a good mental image to go along with the quality of the product :)
  • If your audience could remember only three things about your presentation,what would you want it to be?
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      I love this advise.  I am going to apply this in my next presentation.
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      I am going to do this activity and the elevator test in the next presentation I work on.  This is great advice.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      Even more than that, I like leading with it. It is kind of like "objectives", without the stuffy language. Telling your audience "Here is what I'm hoping to do with this presentation" near the beginning (maybe right away or maybe after an intro activity) is a good way for setting the stage and focusing the audience.
  • ...46 more annotations...
  • This exercise forces you to “sell” your message in 30-45 seconds.
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      This is very similar to what the book, "Talk like Ted" stated.  This is also something that I need to focus on.
  • often personal ones.
  • Good presentations include stories.
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      Some of the best presenter I have heard, have this key concept mastered.  Good presenters and also good story tellers.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      Yes, they have the ability to tell a story, capture our interest, and make us feel entertained.
  • Organization & Preparation Tips
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      I put all 5 of my sticky notes within this article as I could not get them to work in the Planning or other articles.  I am not sure what I was doing wrong but when I would try to add a sticky note, it would kick me out of the article.  Does anyone have suggestions as to why I could not get that to work but COULD get diigo to work within this article?
    • stephhallberg
      stephhallberg on 10 Nov 14
       
      This sentence reminds me of "The Elevator Test."  What is the central point?  Could you explain it in the time is takes for an elevator ride versus a 50 minute presentation?  That's the core idea the audience needs to take away.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • stephhallberg
      stephhallberg on 10 Nov 14
       
      I can see how a presenter might unintentionally do this.  The desire is for the audience to have a full understanding, but data overload might be the unintended outcome.
    • kimkaz
      kimkaz on 13 Nov 14
       
      too much telling means too much tedium.  It's important that the audience have  the opportunity to reflect and apply what they are learning.
  • That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • stephhallberg
      stephhallberg on 10 Nov 14
       
      I like the brainstorming idea using post it notes.  I read where writing down lots of ideas, even the crazy ones, may lead to one great idea.
  • True, you may never have to, but practicing what you might do in such a case forces you to get your message down and make your overall content tighter and clearer.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      This is the essence of the presentation.  Great practice to be able to say what it boils down to in just a few minutes.
    • debraschindler
      debraschindler on 17 Nov 14
       
      I struggle with this a little bit. Once I've boiled it down then I just want to present the boiled down version as time is such a precious resource.
  • If you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
    • sraymond21
      sraymond21 on 12 Nov 14
       
      I'm curious to see if this helps with retention of info. in my classroom.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      If I might get on a soapbox here, I would suggest a strong YES. The power of analogies and personal anecdotes is mighty. It helps with sermons, sales pitches, online lessons, and in-the-classroom lessons.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      I think people do remember the message if it is tied to a story they found interesting or entertaining.
  • The key, then, is to aim to unite an idea with an emotion, which is best done through story. “In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      So connect the idea to an emotion to gain the attention of the viewer.
  • In your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • debraschindler
      debraschindler on 17 Nov 14
       
      This may be an easy way for me to look for a 'hook' into bettering my presentations. Analyze what my major points need to be and then look for a contrast to present around.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      I like this idea.  The article talks about the human brain being hardwired to notice differences. Appeals visually and intellectually to the viewer.
  • The stories and the connections they made with the audience caused these relatively small points to be remembered because emotions such as surprise, sympathy, and empathy were all triggered.
  • If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form? Your words will be hollow.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      Your presentation's story needs to be real - not forced or memorized - to be convincing.
  • These pitches are so lousy that I’m losing my hearing, there’s a constant ringing in my ear, and every once in while the world starts spinning.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      Nothing profound in my comment - I just like Kawasaki's sense of humor!  :)  
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      "Profound" is overrated... I enjoy comments like this as well as his humor as well :)
  • Find out everything you can about the location and logistics of the venue.
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is really important. I presented recently at an international conference.  I arrived to find that the meeting room did not have sound and there was not an air mouse/laser available. Language was also a barrier.  I decided that morning to use power point of pictures scrolling as a background and ditch the presentation I had worked so hard on.  The pictures told the story and people tweeted their questions and someone translated for me and I answered.  It was not best practice and yet it worked.  I really had to water down the content to the very basics which did challenge me and energize me.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      Eh... best practice, best schmatice. What is truly "best practice" anyways? This is a great example where different strategies work in different situations. Your flexibility to do this on the fly, is really amazing. It's extremely tough to scrap something you have prepared when that moment arises.
  • presenter crams too much information into the talk
  • A data dump
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      I have been guilty of this for so many years!  This is what I want to work on...simple, simple, simple. I also want to consider the document concept vs the power point usage.
  • Could you sell your idea in the elevator ride
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is similar to what I read in "Ted Talk". It really makes sense.
    • kimkaz
      kimkaz on 14 Nov 14
       
      I use this a lot when we need staff to present our mission, new initiative or accomplishment at Wilson.
  • sharing a story
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is why I believe Ted Talks work so effectively.  They are short and power point is not the focus but a tool to deliver the message.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      And... that really should be the purpose of all Power Points. It seems TED Talks could be better described as Power Points done well.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Ted Talks are great.  I could watch them over and over!
  • nervous
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      Sometimes nerves can add to the energy level of the presenter.  I can see a passion and excitement and know if the person speaks from the heart, I will get the message.  A little nervousness is a good thing in my mind.  It is a big responsibility to be given a large number of people and 30 to 90 minutes of their time.
  • sit down and really think about the day of your presentation. What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect?
    • sraymond21
      sraymond21 on 12 Nov 14
       
      I need to start asking myself this question more often...sometimes I get caught up in the overload of info. that I feel like I need to share that I never even ask this important question!
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      This is true for all educational situations, not just presentations. This is also easier said than done. It seems like every Curriculum guru chimes in with this item, and yet has somewhat lousy presentations. One of the hardest parts for me is that I truly don't know what the audience expects. Or, what the audience needs. And often it is different than why I was asked to speak.
  • I usually use a legal pad and pen (or a whiteboard if there is enough space) to create a rough kind of storyboard.
  • f you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
  • Story is an important way to engage the audience and appeal to people’s need for logic and structure in addition to emotion.
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • sraymond21
      sraymond21 on 12 Nov 14
       
      This sounds a lot like PBL for students.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Love the math connection!  It's great when we can find relevance in various material!
    • kimkaz
      kimkaz on 13 Nov 14
       
      This reminds me of the saying they don't care what you know until they know that you care.  Caring for me in this context means knowing the audience and respecting their needs.  The Iowa teaching standards would also reflect here.  Great teaching (standard 4) must be backed up with knowledge (standard 2)
  • We are wired to forget what our brains perceive as unimportant to our survival.
    • kimkaz
      kimkaz on 14 Nov 14
       
      I love brain research!!!  It makes the instructional rationale so practical!!!!!
    • kimkaz
      kimkaz on 14 Nov 14
       
      I love brain research!!!  It makes the instructional rationale so practical!!!!!
  • To do that she must engage their emotions,” McKee says, “and the key to their hearts is story.”
    • kimkaz
      kimkaz on 14 Nov 14
       
      Stories provide a scaffold for the brain to file and retrieve informaiton.
  • The biggest element a story has, then, is conflict. Conflict is dramatic.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Man vs Man Man vs Self Man vs Society Man vs Nature Conflict is what makes the world go round and learning occur.  Cause and Effect!!!!
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Clarity in planning with this graphic organizer will provide clarity for the audience.  It drives me crazy when a slide has a ton of text!
    • debraschindler
      debraschindler on 17 Nov 14
       
      This is a great rule of thumb
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      This also supports the philosophy of keeping it simple!
  • participatory storytelling that combines the use of hand-drawn visuals with the engaging narration of a live presenter.
    • kimkaz
      kimkaz on 14 Nov 14
       
      COOL RSA animate concepts have been around  for a very long time!!!
  • crystallize the essence
    • kimkaz
      kimkaz on 14 Nov 14
       
      This is a great phrase!  I love the visual it give me when thinking about acquisition of learning.
  • whiteboard
    • debraschindler
      debraschindler on 17 Nov 14
       
      I like the whiteboard but I prefer paper. Whiteboard is too easy to erase and sometimes what I thought was a bad idea later on turns into a great one. If its on paper then it's easier to see what I dismissed earlier.
  • Dakara nani? (so what?)
    • debraschindler
      debraschindler on 17 Nov 14
       
      I like this because it also prepares you for the disgruntled or negative nancy audience member that is trying to pick holes in your presentation.
  • Humans are predisposed to remembering experiences in the narrative form; we learn best with a narrative structure.
  • What makes life interesting is “the dark side” and the struggle to overcome the negatives—struggling against negative powers is what forces us to live more deeply,
    • debraschindler
      debraschindler on 17 Nov 14
       
      Is this why America is obsessed with reality tv? There's always conflict & a dark side filled with emotion.
  • normal human being cannot comprehend more than ten concepts in a meeting
  • And, if you have then actually rehearsed with an actual computer and projector (assuming you are using slideware) several times, your nervousness will all but melt away. We fear what we do not know
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      "Practice makes perfect."
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      Many times I try to share too much information. It does take planning and take some thought which also takes time to keep it simple.
  • The best presenters illustrate their points with the use of stories
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      Stories catch the audience's attention. Many times people can place themselves in the stories or can relate to a similar story.
  • A good storyteller describes what it’s like to deal with these opposing forces such as the difficulty of working with scarce resources, making difficult decisions,
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      I think it is important to share challenges and how you deal with them.
  • (1) He knew his material inside and out, and he knew what he wanted to say. (2) He stood front and center and spoke in a real, down-to-earth language that was conversational yet passionate. (3) He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      I think this sums up an effective presentation. Know the material, use eye contact, keep going, and use stories to illustrate points and engage the audience.
Barbara Day

Digital Storytelling - Kathy Schrock's Guide to Everything - 0 views

www.schrockguide.net/digital-storytelling.html

digitalstorytelling writing

shared by Barbara Day on 17 May 14 - No Cached
  • Barbara Day on 17 May 14
     
    Resources for digital story telling, as well as classroom ideas, and how it meets the Common Core.
meyerlaura

Articles: Presentation "Awakening" - 5 views

moodlesw.aeapdonline.org/...view.php

shared by meyerlaura on 30 Jul 14 - No Cached
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      While I agree with this in theory, I am one who needs to hear AND see highlights in order to remember them!
    • meyerlaura
      meyerlaura on 03 Aug 14
       
      True, but not the Entire Speech!
  • putting the same information on a slide that is coming out of our mouths usually does not help
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Your audience is likely to ignore what you have to say if you are reading everything to them.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      and also, to get VERY irritated!
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      same information on a slide that comes out of our mouth
  • ...25 more annotations...
  • “Curse of Knowledge.”
    • Chanda Hassett
      Chanda Hassett on 03 Aug 14
       
      This is how I've made most of my Ppts for my classes. I have even questioned students about why they didn't "get it" when it was right there. AH, Me!
    • apresler
      apresler on 04 Aug 14
       
      This surprises me -I would have thought that it would make it easier to understand if you see and hear information at the same time. 
  • "It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
    • apresler
      apresler on 04 Aug 14
       
      This helps me understand that the presenter is still an important part of the presentation.  They should be there to enhance and explain what is on the screen - not read word for word. 
    • Chanda Hassett
      Chanda Hassett on 06 Aug 14
       
      That's what I always told my students as they created presentations, "If the slides can speak for themselves, why do we need you to present?" I was hoping they'd understand that what they said outside of the slides was more important.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
  • the reason we do presentations is to make a point, to sell one or more ideas.
    • apresler
      apresler on 04 Aug 14
       
      I guess we do have to "sell" our class content to our students. 
  • make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Your slides should reinforce and support what you say - not say it for you.
  • make yourself cue cards.
  • create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      That might be a good idea. Rather than give out a hand out at the beginning of the presentation (assuring no one of listening to you), hand it out as a summary at the end,
  • create a feedback cycle.
  • One of the components for creating sticking messages is story.
    • Chanda Hassett
      Chanda Hassett on 06 Aug 14
       
      Storytelling always works for helping me remember things. It only makes sense that it would work for my students with my PowerPoints.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Storytelling helps me remember things, too, as long as I can stay on track. Sometimes I forget to stick with the correct story and not to elaborate on it too much!
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories
  • SUCCESs.
    • apresler
      apresler on 04 Aug 14
       
      SUCCESs-easy to understand and remember ways to make presentations "stick" 
  • No dissolves, spins or other transitions
    • Chanda Hassett
      Chanda Hassett on 06 Aug 14
       
      I had to sit through an administrator's presentation that seemed like he'd just learned how to use PowerPoint. Every transition was different, slides were various colors, text sizes varied from slide to slide - UGH!
  • six principles from Made to Stick that you should keep in mind when crystallizing your ideas and crafting your message for speeches, presentations, or any other form of communication.
    • apresler
      apresler on 07 Aug 14
       
      Good reminder for not only presentations but also emails (especially to parents). 
  • "The use of the PowerPoint presentation has been a disaster. It should be ditched."                                                   — John Sweller
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      And, this is the reason we are taking this course!
  • “Words should be presented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”                                                      — Richard Mayer
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      TALK to your audience
  • If you believe in your idea, sell it
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Why even present it if you are not going to believe in it.
    • nettiemarie
      nettiemarie on 20 Aug 14
       
      "working memory can be increased by using dual rather than a single modality
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."                                                          — Richard Mayer
    • nettiemarie
      nettiemarie on 20 Aug 14
       
      PowerPoint is a medium that can be used effectively - that is, with effective design methods - or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods." - Richard Mayer Cognitive load theory
  • Communication is the transfer of emotion
  • Don’t hand out the written stuff at the beginning
  • ”working memory can be increased by using dual rather than a single modality
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      Find an infographic of this??  :)
  • pattyharris123 on 30 Jul 14
     
    Words should be presented as speech
meyerlaura

Articles: Preparation - 3 views

moodlesw.aeapdonline.org/...view.php

preparation

shared by meyerlaura on 08 Aug 14 - No Cached
  • the audience could always just read your book
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      This is an absolute downfall of my classroom presentations. I constructed introductory PowerPoints so my students wouldn't need to read the chapter's intro. but it was merely an abbreviated regurgitation of information. I had no "good" purpose in creating it.
  • it will be appreciated by the audience
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      If you're truly keeping your audience in mind, this should be more important than the data/message. 
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      I agree, Chanda. We are presenting to an audience. They need to understand and appreciate the presentation or we have failed. The audience ALWAYS has to be the first forethough. (Redundant statement?) You can't give the same presention to middle school students as you would professionals or you have lost somewhere somehow.
  • When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?”
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      This is a great idea. I know I haven't done it. I've just shared the info. with my students rather than asking "so what". Why do they need to know this? If I don't know, they surely won't care, and my presentation is moot.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      If we don't ask "so what", why are we presenting the subject matter in the first place?
  • ...23 more annotations...
  • In a perfect world, you give your pitch in twenty minutes, and you have forty minutes left for discussion.
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      I think of conference presentations of which I've been a part. We usually have so much info. to cover in our hour, we make it last about 40 minutes and allow 20 minutes for discussion. My fear is that going the other way, we'd have to cut out too much "necessity" and there wouldn't be enough questioning/discussion. Or is this just my egoistic thought that our info. is THAT important?
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      Mine have always been opposite of ideal, too - more time for presentation and less for discussion. However, when I think about it, it makes more sense to do 20-40. If presented well, there should be plenty of discussing to take place.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      10-20-40 is a great plan!
  • ten slides to explain your business,
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      As I think of recent conference presentations I've helped present, the 10 slide rule could apply (in a modified fashion to our content, of course). It would take some real paring down on our part to get to the nuts and bolts, but simplicity is a rule to follow not just idolize.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      10 slides max seems short to me. However, as we read and discussed, the majority of the information should be verbal. I have a tendancy to put too much on the slides and, therefore, usually get 20 or so produced. Ugh. In reality, too, I am doing more work than I need to - and time is valuable!
  • starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      I can relate to this...
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      To me, this only makes sense. I don't do a formal story board or anything, but I usually have an outline that I follow. I like the idea of the sticky notes, though, so you can move the content around without lots of crossing out and arrows! LOL I am going to try that.
    • Jan VanHemert
      Jan VanHemert on 29 Aug 14
       
      It sounds so basic to make a blueprint first, but for some reason, when making power points this does not occur to me. I love the sticky note idea!
  • core idea for every successful play he produced could be written as a simple sentence on the back of a business card
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      Whoa...heavy
  • think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      This is so hard for me...but I know it's important!
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      work on this
  • look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      ideas for story conflicts
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      kamishibai tips --> visual + story
  • think about the day of your presentation. What is the real purpose of your talk?
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      what is the purpose of your talk or presenation? Always keep it in mind.
  • becoming the best possible presenter for that particular audience
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Know your audience. Speak in terms they will understand.
  • spare your audience a “data dump.”
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Don't fill your slides and presentation with data!
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You don't have to give the audience everything. Keep it simple and keep them wanting more.
    • Jan VanHemert
      Jan VanHemert on 29 Aug 14
       
      I am realizing that "Simply making it" is not the same as "easily making it" or "quickly making it"
  • Cliff Atkinson in his 2005 book, “Beyond Bullet Points,” smartly states that starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You must plan ahead or you will be wasting a lot of valuable time.
  • If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You really need to rehearse since you won't have everything in front of you. Know your material.
  • Ten is the optimal number of slides in a PowerPoint presentation because a normal human being cannot comprehend more than ten concepts in a meeting
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Don't bore the audience with more than 10 slides!
  • Thirty-point font.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Use a minimum of a 30 point font for a good visual.
  • What does the audience expect
    • apresler
      apresler on 17 Aug 14
       
      Considering who the audience is and what they expect is key to preparing your presentation. 
  • you need to answer the basic “W questions.
    • apresler
      apresler on 17 Aug 14
       
      Ask and answer these questions before beginning your presentation will make sure you include the right information. 
  • Basic elements to include in your story: Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • apresler
      apresler on 17 Aug 14
       
      Basic storytelling elements
  • What made this CEO’s presentation so compelling and memorable was that it was, above all, authentic.
    • apresler
      apresler on 17 Aug 14
       
      Making your message authentic will also make it memorable for the audience. 
  • 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • apresler
      apresler on 17 Aug 14
       
      10/20/30 - great way to remember limits of good presentations
  • Rambling streams of consciousness will not get it done; audiences need to hear (and see) your points illustrated.
  • Start with the end in mind
  • pattyharris123 on 13 Aug 14
     
    30 point font minimum
  • nettiemarie on 20 Aug 14
     
    Communication is the transfer of emotion.
amytlach

Articles: Presentation "Awakening" - 1 views

moodlesw.aeapdonline.org/...view.php

shared by amytlach on 16 May 15 - No Cached
    • Wendy Arch
      Wendy Arch on 16 May 15
       
      Wendy here -   This will probably be my biggest hurdle.  We always feel like our content is the most important, so limiting it to just 6 words will be tough.
  • Put it in terms people can visualize
    • Wendy Arch
      Wendy Arch on 16 May 15
       
      This makes sense.  It's one of the Active reading strategies for a reason.
  • ...31 more annotations...
  • The use of the PowerPoint presentation has been a disaster. It should be ditched."
    • Wendy Arch
      Wendy Arch on 16 May 15
       
      My AP English seniors do a presentation before community members every spring.  One of the things that several community members emphasized this year was the students' horrible use of PowerPoint.  Even worse was their use of Prezi.  So this makes a lot of sense given that earlier live feedback.
    • Karen Stern
      Karen Stern on 17 May 15
       
      Wendy, I am curious about the specifics in that feedback. What was horrible about their use of PP or Prezi? Would it have benefitted their presentation to have NO visual prompts?
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      One specific panel member was adamant that PPT was too "old fashioned" and clunky and interrupted the communication between two individual.  His biggest argument was essentially what the Presentation Zen philosophy is advocating -- tell a story and be real.  He felt that PPT encouraged reading - not communicating.
  • Unexpectedness
    • kliston
      kliston on 17 May 15
       
      Trying to surprise or illustrate the holes people have in their knowledge is something that I would like to try. This tactic is something that will keep my staff engaged and motivated.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      I see so many experts and successful public people experience so much success with this tactic of Unexpectedness.  It's truly where one can shine by accessing his/her creativity, intuition, and risk-taking courage.  I'm a big, big fan of this one.  
  • Stories get our attention and are easier to remember than lists of rules.
    • kliston
      kliston on 17 May 15
       
      Storytelling is a very powerful way to get a message across. One thing I struggle with is finding stories that illustrate the points I am trying to make. I hope that this is something that we will continue to learn more about.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Exactly!  My favorite part about listening to speakers is when they communicate personal stories to illustrate a point they're making.  "You get to their heart first and then you get to their minds."  - Dr. Raymond E. Morley
  • When you show up to give a presentation, people want to use both parts of their brain.
    • kliston
      kliston on 17 May 15
       
      I had never thought about the two sides of the brain and how they both need to be activated in order for participants to retain their focus.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      When I give presentations I lead the group first in a somatic exercise - alternate nostril breathing.  Not kidding!  I share how it helps marry both hemispheres and activates their motor skills, attention, and sense of calm.  It primes them for learning, and, is an odd but goofy fun way to sort of 'break the ice' at the very beginning of a presentation. 
  • Second, make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
    • kliston
      kliston on 17 May 15
       
      Creating emotional slides that demonstrate the content not just highlighting key words is something I would really like to focus on. When there is emotion, there is action!
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Big take-away here is Seth's use of the word 'proof'.  What a great way to frame my thinking around this.  Also, the word 'reinforce' as opposed to repeating.  Really helpful.  
    • amytlach
      amytlach on 18 May 15
       
      Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling. 
    • amytlach
      amytlach on 18 May 15
       
      Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling. 
  • create a written document. A leave-behind.
    • kliston
      kliston on 17 May 15
       
      Leaving the information that I typically would have put in the PowerPoint in "leave behind" handout is a great idea. This way people leave with a document that they can reference when they go back and try things in their classroom.
    • Karen Stern
      Karen Stern on 17 May 15
       
      Great idea (although more work!) This answers my question from the "Time to Ditch PowerPoint?" article.
  • putting the same information on a slide that is coming out of our mouths usually does not help
    • Karen Stern
      Karen Stern on 17 May 15
       
      This is a challenging thought for me. I have studied quite a bit about Gardner's Multiple Intelligence theory and student learning styles. How do we (as presenters) address the issue of audience members who have differing learning styles? For example, I KNOW that I am a visual learner. It helps me to read something in print rather than just hear someone else read it aloud.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • Karen Stern
      Karen Stern on 17 May 15
       
      Ouch! That hits home! So what should be done when an administrator wants to see a presentation that can be shared later with any peers who could not attend the presentation? This article is leading me to think that I may need two presentations: one for those who are present and one for those who are not.
    • amytlach
      amytlach on 18 May 15
       
      This is the home run for me....With out the need for a person to make a presentation, my job isn't needed.  I'm there to build relationships and educate, with the help of a presentation, not vice versa.
  • No dissolves, spins or other transitions.
    • Karen Stern
      Karen Stern on 17 May 15
       
      I am glad that this is being addressed! Those transitions always seem like time-wasters to me.
  • “Curse of Knowledge.”
    • Karen Stern
      Karen Stern on 18 May 15
       
      This is so true. It is often tempting to give too much information during a presentation. What has taken me months or years to study, I feel the need to throw out to the audience all at once.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I'm always afraid that if I don't address it, then they won't know it, and won't be able to apply it in class.  I realize that I'm adapting a presentation to a context that it really isn't meant for (teaching new ideas), but I think it still works.
  • Stories.
    • Karen Stern
      Karen Stern on 18 May 15
       
      Stories will be a good way to share professional development ideas for classroom strategies.
  • Put them in your hand.
    • Karen Stern
      Karen Stern on 18 May 15
       
      This is a great idea. What is on the slides should not dictate what I am saying as a presenter. Having cue cards in hand will keep the speaking on track.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify—not dumb down—your message to its absolute core.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Ahhh! The tendency to want to include every single related thing...This has been a pattern not only in presentations, but also in everything I do in my life. I have a hard time knowing how much is enough, because I want to include absolutely everything. This is no doubt the toughest part for me. I know for the audience, they don't know what's in my head, so they don't know if I'm leaving anything out (according to me). Got to remember this!
  • will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      This is great - 'visceral level'.  You know you've hooked someone when they can really FEEL it in their gut.  Key.  
  • It’s how humans have always communicated.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      I hold a series of workshops and give presentations in my health coaching work that are all about the stories we tell ourselves.  Here are a few of my favorite related quotes: 1) "A person without a story does not exist.  I tell a story, therefore, I exist.  We tell our stories to define our existence.  If we do not tell a story, we do not exist."   - Shekhar Kapur 2) "There is no agony like bearing an untold story inside of you." - Maya Angelou 3) "If stories come to you, care for them. And learn to give them away where they are needed. Sometimes a person needs a story more than food to stay alive." - Barry Lopez, in Crow and Weasel
  • redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      I really have mixed feelings about this.  I know too many words on a slide is ineffective and actually hurts learning.  However, I benefit from reading the text, too.  Seeing the words in a format (I really pay attention to design elements, composition, hierarchy of text in size and font variation, margin alignment, compartmentalization, etc. when I do include words on a slide) helps burn that idea into my brain, and when I recall that information, I can see it again in my mind (if it's done in an artful and design-conscious way).  I'm incredibly visual.  And I learn equally as well by audio. When I recall information in the future, the sound of the initial arrator's voice will continue to accompany the words I've read if I'm, say, following along in a book while listening to the audio version.  
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Also, as an English (and art) teacher at an alternative school where we don't have grades and students are mixed with all kinds of academic skills and experiences (I could have a 14 year old and a 21 year old in my class at once), so reading books in class while following along (active listening, lots of discussion and supplemental activities during) to the audio has been incredibly successful for all students.  
  • Now, you can use the cue cards you made to make sure you’re saying what you came to say.
    • amytlach
      amytlach on 18 May 15
       
      Back to basics for me with this.  Memory doesn't always work like it used to and this is a quick and simple fix. 
  • reinforce your words, not repeat
  • reinforce your words, not repeat
  • reinforce your words, not repeat
  • reinforce your words, not repeat them
  • reinforce your words, not repeat them
  • reinforce your words, not repeat them
  • Don’t hand out the written stuff at the beginning
    • amytlach
      amytlach on 18 May 15
       
      Very simple, but many times forgotten.  Sometimes I make presentations where things are on the table at the start of the event.  It is much harder to capture attention and get a good start when this is the case. 
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • amytlach
      amytlach on 18 May 15
       
      This will be a challenge for me, but worth working towards. 
  • Champions must sell
    • amytlach
      amytlach on 18 May 15
       
      Selling is a concept that seems funny to use as a descriptor, but it truly what we are doing when we are teaching or presenting new ideas in front of an audience.
  • everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • amytlach
      amytlach on 18 May 15
       
      This will sometimes challenge me, but the end result will be worth it! 
  • hand out print-outs of your slid
    • amytlach
      amytlach on 18 May 15
       
      Is it beneficial to hand out something for note taking purposes as presentations change in to more visual and fewer words?? As a learner, I could see some time that I would like to have the image to take with me with some notes that would jog my memory. 
  • put your ideas in human terms
    • amytlach
      amytlach on 18 May 15
       
      This is something that I try to do every time that I present with images that jog memories or will create curiosity as mentioned above. Are there other ways to do this besides images...maybe with sounds? Dont want to get in to cheesy transitions sound effects from Power Point, but maybe recorded sounds from on a farm or even music? May sound a little far out, but with some of the younger students that I work with, it might work. 
  • real examples
    • amytlach
      amytlach on 18 May 15
       
      Sometimes the real examples in my job become controversial.  The best way to handle conversations and keep the presentation moving comes to mind here for me. 
pfineran

untitled - 1 views

softchalkcloud.com/...html

shared by pfineran on 08 Aug 14 - No Cached
    • meyerlaura
      meyerlaura on 08 Aug 14
       
      I need to keep this in mind more.
    • meyerlaura
      meyerlaura on 08 Aug 14
       
      Will try to combine and relate this to the Storytelling class I just took.
    • suzdohrer
      suzdohrer on 14 Apr 15
       
      This is how my students learn about landmark Supreme Ct. cases: Miranda, Brown v. Bd. of Educ. The stories of who were the people, what happened, how did it end. Stories are our communication tool, since caveman days!
  • ...1 more annotation...
    • pfineran
      pfineran on 23 Jun 15
       
      This is so crictical to remember! Our audience can relate much more to new content if it is CONNECTED to something else--and why not through a story?!?
cherylfletcher

Articles: Preparation - 1 views

moodlesw.aeapdonline.org/...view.php

shared by cherylfletcher on 16 Jun 15 - No Cached
  • I usually do not even have to look at the whiteboard or legal pad when I am in PowerPoint, because the analog process alone gave a clear visual image of how I want the content to flow. I glance at my notes to remind me of what visuals I thought of using at certain points and then go to iStockphoto.com or to my own extensive library of high-quality stock images to find the perfect image.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      I wonder how long it took him to reach the point in which he didn't have to refer back to them due to the planning analog?  Or does it come so naturally it happens the first time?
  • If you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      When I think about presentations that have stuck with me, I was able to empathize with that specific presenter because their content was told in this story format!
    • dahrens20
      dahrens20 on 19 Jun 15
       
      I would agree. Sometimes I think people when presenting may make it too hard on themselves trying to involve a story so that the audience can relate. It's got to be your story that is normal to your life. You don't have to make the Oscar's with your first presentation. Now after saying that, I still struggle doing this part sometimes. 
  • The best kamishibai presenters did not read the story, but instead kept their eyes on the audience and occasionally on the current card in the frame.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      Through the readings thus far, this is a common theme.  Know your content and share the story to make those connections with your audience.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      Back to the preparation and knowing your content. I would categorize myself as one that dreads giving presentations but actually really enjoy it once a successful presentation has been given and the successful ones come back to preparation and knowledge.
  • ...32 more annotations...
  • 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      I think that being mindful of this rule when planning will make a big difference in my presentations.  In another class I will be creating a Pecha Kucha presentation and that format also has a strict rule of 20 slides, 20 seconds each!
    • dahrens20
      dahrens20 on 19 Jun 15
       
      I've always taught in the classroom about avoiding too much text/info but setting a standard such as 10/20/30 where the font is 30 makes it more standard.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This sounds like an excellent approach, 10/20/30 Going to try this and see what kind of effect is has.
  • This exercise forces you to “sell” your message in 30-45 seconds
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      It also makes you have a clear purpose/vison for the presentation.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      The elevator test has really stuck with me since reading about it in the first lesson. I like this and plan to use this in my classroom as well.
  • Keep it simple
    • dahrens20
      dahrens20 on 19 Jun 15
       
      It's so easy to say this to ourself and especially our students but as simple as it is to say it, ha, it's so hard sometimes to narrow things down in regards to presentations. The 3 things to remember will be a great aide for me to use.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      My tech department usually says KISS. Keep it simple - stupid. We are referring to ourselves as stupid. Don't put too much into something - keep it simple for the audience.
  • caffeine
    • dahrens20
      dahrens20 on 19 Jun 15
       
      Coke please : )
  • Use visuals in an active way, not a decorative one.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      It's been nice seeing all the visuals and pics and how they all can tell a story. It's really a simple process and a reminder that I need to include more into mine instead of the usual PPT clipart/objects/etc. Much more telling and relating to the audience.
    • gsmutz
      gsmutz on 27 Jun 15
       
      I would agree with the first comment.  If and when I do put a picture on a powerpoint, often times I am looking for a picture that might match the content.  Really, the picture should embody the content.
    • pfineran
      pfineran on 23 Jun 15
       
      Knowing your audience well should seem intuitive to educators as we always think about the various learners in the classroom, but I know that as I have transitioned to working with adult learners, this is a bit more complicated!
    • pfineran
      pfineran on 23 Jun 15
       
      Wow! To pare it down to three main things would REALLY take some thought!
    • pfineran
      pfineran on 23 Jun 15
       
      I feel as though I have a long way to go to get to this point!
    • pfineran
      pfineran on 23 Jun 15
       
      I need to remember to have my audience somehow engage with the content or they won't be able to answer this question. Then I have wasted their time.
    • pfineran
      pfineran on 23 Jun 15
       
      Story telling is such a great way to grab and keep your audience's attention. People are more apt to listen when they can relate to what is being talked about. Stories are a great way to invite your audience to get involved.
    • berlandson
      berlandson on 27 Jun 15
       
      I especially enjoy when students share their stories!  I always tell them they have just made my next presentation better as I have a new story to add :) 
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Such an important point considering how often presentations are used to transfer simple bits of information.  We've all experienced innumerable meetings that transferred information better suited for a handout or quick email.
  • Great content is a necessary condition, but not a sufficient one
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      A great point here because we've spent so much time considering many of the surface aspects of presentations, but at its core has to be relevant and engaging content. Presentations that lack good content are like blockbuster movies that lack good writing: all style and no substance.
  • Can you crystallize the essence of your presentation content and write it on the back of a business card?
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Being able to pass the elevator test is a must for good presentations, but I think the Belasco test is better for the early stages of preparation.  If you can't pare the essence of the presentation down to one sentence, then your initial purpose is too complex to convey to the audience. Such a simple step could save hours of time and effort in the long run.
  • Documentaries do not simply tell facts; rather, they engage us with the story
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      At least GOOD documentaries do this
  • while we are making our case others are arguing with us in their heads using their own statistics and sources. Even if you do persuade through argument, says McKee, this is not good enough because “people are not inspired to act on reason alone.”
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Even the best stats available don't alone make a good presentation.  I can totally relate to watching a presenter unveil his or her argument as I sit and try to take down that argument point by point.  Good stories can't really be argued, which is why they are more powerful than reason alone.
  • Make your presentation—visuals and narration—participatory.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      In my new role as a PD facilitator, this is something I need to grow in.  Easier said than done, but when the audience has a role in the presentation it is exponentially more effective in delivering its message.  I've sat through enough passive and mindless PD sessions that I owe it to my colleagues to at least encourage their participation.
  • I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      I find this to be the most convincing part of the 10/20/30 rule.  Depending on the level of audience participation and how the presentation fits in with the rest of the lesson or activity, 20 min. won't always be feasible.  However, torturing the audience with countless bullets and tiny text should be avoided (And yes, I'm a hypocrite because I'm as guilty of this as anyone).
    • gsmutz
      gsmutz on 27 Jun 15
       
      I like this idea.  Think of the three most important points of your presentation, and make sure you emphasize them. 
  • I find the analog approach stimulates my creativity a bit more as I said. No software to get in my way and I can easily see how the flow will go.
    • gsmutz
      gsmutz on 27 Jun 15
       
      I can see how a powerpoint would be prepared more successfully on pencil and paper rather than on a computer.  First of all, doing the presentation with a pencil and paper would offer fewer distractions (you wouldn't flip from window to window).  I also believe you would be able to be more creative without a program that already sets the background format up for you.  You would have a blank page to start with and could brainstorm the design of your slides.
  • EXERCISE If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • gsmutz
      gsmutz on 27 Jun 15
       
      I like this idea.  Think of the three most important points of your presentation, and make sure you emphasize them.
    • berlandson
      berlandson on 27 Jun 15
       
      I agree, excellent idea.  Trying to decide if it would be three ideas per day or per unit?  I think I could start with three "big ideas" per day.  Good challenge!
  • 9. The art of story telling
  • 9. The art of story telling
  • 9. The art of story telling
    • gsmutz
      gsmutz on 27 Jun 15
       
      I can think of some of the best presentations I have been to and they all have storytelling involved.  Many might be about former students or teaching experiences.  Some might be jokes or inspirational stories, but they all have stories.  This is definitely something I want to work on!
  • In your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • gsmutz
      gsmutz on 27 Jun 15
       
      This seems like a great way to tell a story and attainable for any content area.  In math, I could connect our current content to previous content with a story.  I could talk about problems that my students in the past have had with the current lesson and how they overcame it.  I feel like this could be a starting point to a story, if you don't have one.
  • 10/20/30 Rule of PowerPoint
  • Who is the audience?
    • berlandson
      berlandson on 27 Jun 15
       
      I think in class it is important to get to know your students.  Building the relationship with the students and understanding their background definitely helps the teacher to design a lesson/presentation that will reach the students.
  • The best presenters illustrate their points with the use of stories, most often personal ones.
    • berlandson
      berlandson on 27 Jun 15
       
      It is often hard for students to give an interesting presentation and I think it is because many of them lack the "history" to have stories to share.  I co-coach our Academic Decathlon team and as they work on their prepared speeches we often tell them the best speeches are tied to "real life" not a researched topic.  Now I know why....they have stories to share!
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us. Based on our research, knowledge, and experience, we can tell it from our gut. Internalize your story, but do not memorize it line by line. You can’t fake it.
    • berlandson
      berlandson on 27 Jun 15
       
      I think this is what makes good teachers!  When the teacher teaches what they love, they just naturally have stories; they do not have to read from a slide as they are telling about something they really know, love and want to share!
  • What is the purpose of the event?
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      My presentation will be to the younger students and their parents about our 1 to 1. The students want to get the info quickly and get their new chromebook. The parents want this over so they can go home!
  • A data dump — all too common unfortunately — is when a presenter crams too much information into the talk without making the effort to make the information or data applicable to the members of the audience. A data dump also occurs when data and information do not seem to build on the information that came earlier in the presentation.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Did a data dump the last time I presented. Had so much information in too short a time. Learning to be a better presentor.
  • Really ask yourself the tough questions throughout the planning process. For example, is your point relevant?
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      So What? I never really thought about that before. I definitely do not put myselves in their shoes enough to say - what is the point of all of this. Need to follow this!
  • Good stories have interesting, clear beginnings; provocative, engaging content in the middle; and a clear conclusion.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Sounds like my English teacher. Introduction, middle and conclusion. Guess I had forgotten about that.
gsmutz

Articles: Delivery - 1 views

moodlesw.aeapdonline.org/...view.php

shared by gsmutz on 19 Jun 15 - No Cached
  • So, if you have 30 minutes for your talk, finish in 25 minutes.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      When a presenter gets finished early, it's true, it is such a good feeling when you're in the audience.  
    • dahrens20
      dahrens20 on 01 Jul 15
       
      This ties right into the 80% rule. I really like this rule and have never heard of it before. Makes perfect sense.
  • 6. Remember the “B” key
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      New learning for me...I didn't know about this!
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them. If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak. You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns. As a result, you’ll disarm them, and they’ll be more likely to accept your message.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      Again, we are reminded to incorporate empathy into our presentations.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This is vital. In my presentations to parents about 1 to 1 some of them can be very negative. They are mostly concerned about the cost of the program to them (internet, repairs) than anything. We have to be prepared to explain how we can help them with their concerns.
  • ...29 more annotations...
  • So keep the presentation to less than 20 minutes.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      I relate this to my teaching.  We are told that large group times should be 10-15 minutes long. Sometimes we forget that as adults we also have a time limit on our attention span.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      I tend to do a few slides and talk - then break for short questions, then back to the presentation. Is this bad?
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      This would also help the presenter to not read from this notes.  I'm often more engaged with presenters who maintain eye contact and know their material.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Practice makes perfect. It is best to practice and see how smoothly it will go. Also what is the timeframe? Do I need to shorten it?
    • gsmutz
      gsmutz on 07 Jul 15
       
      What a thought!  I teach with a powerpoint in math nearly everyday and I don't ever think I have rehearsed it.  I am excited for my first day powerpoint.  I will rehearse it many times!
    • pfineran
      pfineran on 30 Jun 15
       
      I am going to invest in a remote for my computer. It makes sense to be able to circulate and be closer to the audience.
    • berlandson
      berlandson on 06 Jul 15
       
      Using a remote to present is wonderful.  I do most of my presenting from the back of the room....allows the student to see the slides easily without looking around me and allows me to easily see the student computer monitor to see they are with me :)  
  • When you are ready to move on, just press the “B” key again and the image reappears.
    • pfineran
      pfineran on 30 Jun 15
       
      I wasn't aware of this trick! I often use the AV Mute button when I am teaching and using a projector, but now I have another trick for presentations.
    • pfineran
      pfineran on 30 Jun 15
       
      This actually ties in well with the idea of storytelling. If you can tell a story that helps your audience understand that you aren't just TALKING about the topic, but that you have experienced it, you are more apt to get buy-in.
  • f your presentation has to be long, break it into 10-minute chunks.
    • pfineran
      pfineran on 30 Jun 15
       
      I had already decided that I needed to have my audience "doing" something to engage with my content. I decided that since they need to be able to navigate our handbook, I would give them a friendly competitve scavenger hunt so they could go back to the text and find the information. I may have to think about breaking that scavenger hunt up into sections that mirror my presentation so they can work with the information after I introduce it.
    • pfineran
      pfineran on 30 Jun 15
       
      This shouldn't be a surprise to anyone! Why wouldn't you rehearse your presentation??
    • pfineran
      pfineran on 30 Jun 15
       
      THis is great advice! I often have my student teachers video themselves. I was required to do so as a first-year teacher as well. It is so eye opening.
  • By having the slide blank, all the attention can now be placed back on you.
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      Most amateur presenters and educators, myself included, are likely unaware of this feature. When a presenter goes off topic or digresses I tend to continue staring at the screen, trying to dissect the information instead of listening to their words. The "B" key seems like a great way to keep attention where it is intended to be.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Ok- now I did not know this trick. Going to have to share it!
  • The first 2-3 minutes of the presentation are the most important.
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      It is much easier to grab the audience's attention right off the bat than to try and recover it 10 or 15 minutes into the presentation when their level of engagement has long since been determined.
  • Practical resistance:
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      This is paramount when presenting to both staff and students. Teachers need to show students they understand the work and thinking that will need to be undertaken, otherwise students will resist.  Teachers are the same way if they get the impression an administrator has forgotten all the items on the plate of a teacher. Knowing the audience is key!
  • "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      Really glad to see this point made.  The myth of "winging it" is far too glorified and overhyped. The most successful people in any field work tirelessly to hone their craft.
    • berlandson
      berlandson on 06 Jul 15
       
      So agree with this!  Preparation and organization are definitely the keys to success!
  • "Only about 7 percent of the actual words or content is important."
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      This is analogous to the careful design of slides being so integral to good presentations.  Good content is needed, of course, but audience engagement is often won or lost in some of the more superficial aspects of a presentation.
  • podium
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      I hate podiums and I hate that some teachers still feel they should be at the front of the room. Move around, interact and know what is happening.
    • dahrens20
      dahrens20 on 01 Jul 15
       
      Now I would lost w/o my podium but I definitely don't use it as a barrier. Walking around is crucial and helps one get a feeling from the audience.
  • Today’s projectors are bright enough to allow you to keep many of the lights on.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      All classrooms now have projection systems or even tv's. There are some teachers who still turn the lights off and you immediately lose your audience.
  • voice (don't speak in a monotone voice).
    • dahrens20
      dahrens20 on 01 Jul 15
       
      This is such a hard one as it's very difficult sometimes to actually know your voice and especially know the tone that you're using all the time. Definitely takes a lot of practice if one is not a natural at this. 
    • gsmutz
      gsmutz on 07 Jul 15
       
      This is a must.  Whenever our principal talks to our staff about presenting to the class, this always comes up.  He says that the teachers who change their voice really seem to show their passion and excitement for the subject compared to teachers who use the same monotone voice during the whole presentation.
  • don't slouch, stand up straight and natural
    • dahrens20
      dahrens20 on 01 Jul 15
       
      I'm a natural sloucher and shoulders fwd kind of person and I have to remind myself to sit straight/stand straight/etc. I speak to my students often of this as this is a very hard thing for me to do consistently. This is crucial in presentations and especially interviews.
  • When audience members ask questions or give comments, you should be gracious and thank them for their input. Even if someone is being difficult, you must keep to the high ground and at all times be a gentleman or lady and courteously deal with such individuals. The true professional can always remain cool and in control. Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • dahrens20
      dahrens20 on 01 Jul 15
       
      Sounds easy...but can very hard to do sometimes depending on the presentation and crowd : ) Thanking them for their input is huge in my eyes and saying it sincerely has importance too. 
  • Yes, you need professional, well designed visuals. But it is all for naught if you do not have a deep, heartfelt belief in your topic.
    • berlandson
      berlandson on 06 Jul 15
       
      I always think this is the difference between great and not-so-great teachers.  Teachers who are passionate about their subject area seem to easily build an excitement in the students.  If a teacher is teaching something they do not particularly enjoy, it seems the students pick up the same "attitude".
  • ask a colleague for a reality check before you present to other managers in her group.
    • berlandson
      berlandson on 06 Jul 15
       
      This is why it is important for teachers to have time to collaborate!  Sharing ideas/concerns with other teachers are working with the same students often brings up great ideas to resolve/anticipate resistance.
  • ry inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present.
    • berlandson
      berlandson on 06 Jul 15
       
      I try to keep my presentation "chunks" short by writing reminders to myself in my notes to move to an activity which reinforces the information or link to a video clip.  My students seem to enjoy when I indicate I have found a "friend" (via video) to more completely explain a topic.  They like to kid me about having lots of "friends".
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • gsmutz
      gsmutz on 07 Jul 15
       
      This is interesting.  I would think the audience would want to know about the speaker, but instead we should show our passion and get the audience hooked first.  It makes sense!
  • 5. Use a remote-control device
  • 5. Use a remote-control device
    • gsmutz
      gsmutz on 07 Jul 15
       
      This is a must for me.  When I started teaching (12 years ago), I had to hand write all of my material on the board and hand my back to the class often.  When I got a projector and a remote, my classroom management improved by quite a bit!
  • By considering different points of view and addressing doubts and fears before they become roadblocks, you’ll demonstrate an open mind — and invite your audience to respond in kind.
    • gsmutz
      gsmutz on 07 Jul 15
       
      I love this idea.  In my math class, I encourage students to share their shortcuts, especially when solving mental math problems.  By the end of the year, we have lots of different ways to solve a problem like 1.5x12.
  • 2. Kill Your Audience with Bullets
  • 2. Kill Your Audience with Bullets
  • 2. Kill Your Audience with Bullets
    • gsmutz
      gsmutz on 07 Jul 15
       
      We have heard this many times, but I don't think it hurts to have it reinforced again.  It's amazing how many educators and writers believe in no bullets.
francysmaureen

Story and Storytelling | Presentation Zen: How to Craft a Presentation with Messages th... - 3 views

www.peachpit.com/...article.aspx

shared by francysmaureen on 13 Jul 14 - No Cached
  • Stories are who we are, and we are our stories.
  • Good stories have interesting, clear beginnings; provocative, engaging content in the middle; and a clear conclusion.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      This is where planning and practicing becomes SO important. I sometimes have a tendancy to veer off the story with side notes. I need to always make sure I have practiced my presenation enough that my story stays relevent - all the way through - to my presenation.
  • “and the key to their hearts is story.”
  • ...11 more annotations...
  • The biggest element a story has, then, is conflict.
    • Patty Harrell
      Patty Harrell on 13 Jul 14
       
      This is exactly what middle school students crave. DRAMA! I must use this in my stories.
  • Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
  • emotions such as surprise, sympathy, and empathy
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
  • Rambling streams of consciousness will not get it done; audiences need to hear (and see) your points illustrated in real language.
    • Patty Harrell
      Patty Harrell on 13 Jul 14
       
      I know I dislike a rambling presentation. You are wondering when the speaker will get back to a point you found intriguing, but he never does. Forget a follow up question later because you will only get something like," Oh, that really didn't have anything to do with anything."  
    • Patty Harrell
      Patty Harrell on 16 Jul 14
       
      I know I dislike a rambling presentation. You are wondering when the speaker will get back to a point you found intriguing, but he never does. Forget a follow up question later because you will only get something like," Oh, that really didn't have anything to do with anything."  
  • more important today than ever before is the ability to synthesize the facts and give them context and perspective.
  • nformation plus emotion and visualization wrapped in unforgettable anecdotes are the stuff that stories are made of.
  • he story of your facts.
  • someone who speaks in a natural, conversational style is far easier to stay engaged with.
    • pkmills
      pkmills on 10 Apr 15
       
      I liked this quote as I started in a school setting and now find myself in the corporate world. I really liked the term "corporte sominex". It rings very true.
  • Give examples that are meaningful and relevant to your audience.
    • francysmaureen
      francysmaureen on 17 Sep 15
       
      Our story being meaningful to others is because we show ourselves as human beings
emoses

Articles: Preparation - 1 views

moodlesw.aeapdonline.org/...view.php

shared by emoses on 10 Sep 15 - No Cached
  • connect with your audience.
    • scott fillner
      scott fillner on 10 Sep 15
       
      Connection is key when thinking about presentation, but I also believe balance is very important. In terms of content, I agree that there should not be a "data dump" I also believe that if you are planful in your presentation, you have a clear vision for what you want your audience to do with content.
  • simple
    • scott fillner
      scott fillner on 10 Sep 15
       
      When I see simple I think scaffold.  How are you scaffolding your content for your audience?
    • alberhasky
      alberhasky on 19 Sep 15
       
      Yes, scaffolding is such a key concept! What does your audience already know, what do they need to know, and what can you do as a teacher to get them there...to bridge the gap!
  • use a large whiteboard
    • scott fillner
      scott fillner on 10 Sep 15
       
      Another great way to outline your content is through conversation. I have put titles in slides almost like a flowchart just to spur conversation to guage if I have the makings of logical flow.
    • carolborchard
      carolborchard on 18 Sep 15
       
      Our pastor does this for his sermons. He has a huge whiteboard on the main wall of his office. It gets more and more full as the week goes along. Then Monday it's white again!
  • ...29 more annotations...
  • Humans are predisposed to remembering experiences in the narrative form; we learn best with a narrative structure. Humans have been sharing information aurally and visually far longer than we have been getting information by reading lists.
    • scott fillner
      scott fillner on 10 Sep 15
       
      This sure makes sense stepping back and thinking about why it is so hard to transform education.  If we are predisposed to narrative structure, it makes sense why it is so hard to change the way we teach and learn. I am curious with the advancement of technology is there has been a shift in this?
    • alberhasky
      alberhasky on 19 Sep 15
       
      I think teachers have always been telling compelling stories.
  • 10/20/30 Rule
    • scott fillner
      scott fillner on 10 Sep 15
       
      This is an interesting rule to consider.  I like that we are thinking about 10 slides or less.
  • it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.
    • micintosh
      micintosh on 16 Sep 15
       
      I think this is a great piece of advice.  It allows the speaker to have a more interesting delivery, but at the same time have a clear path to take the audience.
    • emoses
      emoses on 21 Sep 15
       
      I do think this is a good thing to do when you are presenting. It's just sometimes I find it hard to tell one of my stories and connect with the stories and notes I am presenting. But if I can't find a connection with them, my students will never find a connection to their lives. So I think this would be good practice for the future - let the students in to your life story.
  • you want to position the problems in the foreground and then show how you’ve overcome them,
    • micintosh
      micintosh on 16 Sep 15
       
      I find this to be very true as it seems my own children seem to listen better about a lesson I am trying to teach them when I tell them about my own struggles when I was their age instead of just telling them what to or not to do. 
    • carolborchard
      carolborchard on 18 Sep 15
       
      Definitely true! People want to know how to conquer the mountain!
  • Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • micintosh
      micintosh on 16 Sep 15
       
      I never put much thought about how each pair in Star Wars were so contrasting to each other until this example. Highlighting contrasts are definitely something I will try to include in my future storytelling.
  • include
  • Even if setup goes perfectly, people will arrive late and have to leave early. In a perfect world, you give your pitch in twenty minutes, and you have forty minutes left for discussion.
    • micintosh
      micintosh on 16 Sep 15
       
      I don't necessarily agree with this statement.  Working in the Tech Dept myself I know you can't expect technology to run perfectly, but to only dedicate 1/3 of your allotted time to your presentation and allowing a majority of your time to discussion seems like it would be a little disappointing to the audience.  
    • carolborchard
      carolborchard on 18 Sep 15
       
      I agree that people would be disappointed if they paid for an expert's presentation and got 1/3 of the time slot. However, I think it's great to allow for questions when I am trying to convince people to invest a lot of money in something!
    • alberhasky
      alberhasky on 19 Sep 15
       
      Yes, that won't work in a lecture hall at a university when technology is fine and students are on time 90% of the time!
  • If it is real, then it is in us.
    • micintosh
      micintosh on 16 Sep 15
       
      I have heard the phrase "fake it until you make it", but if you truly believe in what you are talking about then your audience will have better buy-in to what you are saying.
    • carolborchard
      carolborchard on 18 Sep 15
       
      These are good to remember!
    • alberhasky
      alberhasky on 19 Sep 15
       
      Yes, in the course on business communication I teach at ISU, our first rule is know your audience.
    • emoses
      emoses on 21 Sep 15
       
      Often times, I assume my audience is just going to be interested in what I say, and I don't take time to really put myself in their shoes. It would be nice to see it from their angle and see what it is like (perhaps follow them around for a day). How many boring presentations do they see in any given day? I do think making it more personal to them would help, but again, how do you make important information interactive without having them find the info themselves (and possibly not finding the right info)?
  • remember only three things
  • audience?
  • audience?
  • audience?
  • Visuals should be big, bold, clear, and easy to see.
  • Make your presentation—visuals and narration—participatory.
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • carolborchard
      carolborchard on 18 Sep 15
       
      I wish I could highlight the list or put some symbol by it so I could see it easier later.
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • francysmaureen
      francysmaureen on 20 Sep 15
       
      Great tip for a font size!
  • with a pen and paper.
  • “so what?”
  • am talking about reality, regardless of the topic.
    • alberhasky
      alberhasky on 19 Sep 15
       
      I would argue (as many have before me) that reality does not present itself as unmediated, but rather that we make sense of the world only once we apply narrative (or other structural) principles. Thus, there is no "story" we pluck from the world, but only the story we create.
  • The key, then, is to aim to unite an idea with an emotion, which is best done through story.
  • Conflict is dramatic
  • The result is that you and the audience are out of synch.
    • francysmaureen
      francysmaureen on 20 Sep 15
       
      It is really important to be in synch with the audience
  • Is it to inspire? Are they looking for concrete practical information? Do they want more concepts and theory rather than advice?
  • A data dump — all too common unfortunately — is when a presenter crams too much information into the talk without making the effort to make the information or data applicable to the members of the audience.
    • emoses
      emoses on 21 Sep 15
       
      I am very guilty of this! I feel like I'm hoarding the information, and the only way they're going to get it is if they listen and pay attention! (insert evil laugh) I've mentioned before that I just give them my beautiful PowerPoints instead of presenting them because I can't find a fun way to do it! I wish I could get the info across and still keep them entertained!
  • We fear what we do not know.
    • emoses
      emoses on 21 Sep 15
       
      I am very guilty of this! This also plays into why my presentations are so boring - I haven't rehearsed them. I assume my rehearsal is the last time I gave the presentation - last year at that time! Of course it's going to be boring and mundane when I don't have anything to spice it up - or don't remember exactly what's on the page! If we teachers are acting, I suppose it helps to rehearse your lines every once in a while.
  • If the task is impossible for you, then you may want to think again and get your message down pat in your mind. This too is certainly something you do before you ever begin to open up PowerPoint (Keynote).
    • emoses
      emoses on 21 Sep 15
       
      The "task" that always sticks out in my mind is that they are being graded on this on an important test, so they have to know this. But why would I focus so much on just the grade of it all? Grades are stressful, and once you remove the numbers from the class, it can be quite enjoyable. My new task should be to teach them something interesting, and let them worry about the grade, not me.
debraschindler

Articles: Presentation "Awakening" - 2 views

moodlesw.aeapdonline.org/...view.php

shared by debraschindler on 07 Nov 14 - No Cached
    • kimkaz
      kimkaz on 07 Nov 14
       
      Oh brother!  I'm guilty of all of these!!!  Kim Kazmierczak
    • kimkaz
      kimkaz on 08 Nov 14
       
      Oh brother!  I'm guilty of all of these!!!  Kim Kazmierczak
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      Me, too. I think the idea that reading bulleted information is not only redundant but hurtful to comprehension are two great reasons to avoid that practice.
    • kimkaz
      kimkaz on 07 Nov 14
       
      I agree that the visual, auditory and possibly kinestic needs of a learner should be accessed for meaningful learning to occur.  Kim Kazmierczak
    • kimkaz
      kimkaz on 08 Nov 14
       
      I agree that the visual, auditory and possibly kinestic needs of a learner should be accessed for meaningful learning to occur.  Kim Kazmierczak
    • kimkaz
      kimkaz on 07 Nov 14
       
      Exactally!  The presentation should punctuate your learning not 'tell'.  Kim Kazmierczak
    • kimkaz
      kimkaz on 08 Nov 14
       
      Exactally!  The presentation should punctuate your learning not 'tell'.  Kim Kazmierczak
  • ...35 more annotations...
    • kimkaz
      kimkaz on 07 Nov 14
       
      Certainly have been the presenter and receipient of this condition.  Powerpoint can offer a scaffold to bridge my knowledge and that of those I'm trying to convince.
    • kimkaz
      kimkaz on 08 Nov 14
       
      Certainly have been the presenter and receipient of this condition.  Powerpoint can offer a scaffold to bridge my knowledge and that of those I'm trying to convince.
  • The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic. When he speaks in abstractions to the audience, it makes perfect sense to him but him alone. In his mind, it seems simple and obvious.
    • kimkaz
      kimkaz on 07 Nov 14
       
      It is our obligation to connect the audience's background knowledge with that of our own.  This will insure a higher potential for acquisition of the learning.
    • debraschindler
      debraschindler on 13 Nov 14
       
      The quote from the text reminds me of certain educators who are so involved & in love with their content area/topic that they lecture repeatedly instead of breaking down the subject matter and making it accessible for their students.
    • kimkaz
      kimkaz on 07 Nov 14
       
      I am ashamed to say that I'm guilty as charged!
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)
    • kimkaz
      kimkaz on 08 Nov 14
       
      Powerpoint is a powerful tool to persuade an audience toward your point of view.  It's important to provide information and the courtesy to care about the learner you are trying to reach.  Kim Kazmierczak
  • That is, it is more effective to target both the visual and auditory processors of working memory.
  • o cheesy images. Use professional stock photo images. No dissolves, spins or other transitions. Sound effects can be used a few times per presentation, but never use the sound effects that are built in to the program. Instead, rip sounds and music from CDs and leverage the Proustian effect this can have. If people start bouncing up and down to the Grateful Dead, you’ve kept them from falling asleep, and you’ve reminded them that this isn’t a typical meeting you’re running. Don’t hand out print-outs of your slides. They don’t work without you there.
  • That is, it is more effective to target both the visual and auditory processors of working memory.
  • And it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
  • Put it in terms people can visualize.
    • kimkaz
      kimkaz on 08 Nov 14
       
      Data can be confrontional and confusing.   It is important that the data represents your point accurately.  Graphs and tables can appear skewed without using the approriate scale or N.
  • Why is it, though, that when the majority of smart, talented, story-loving people have the chance to present, they usually resort to generating streams of vaguely connected information rather than stories or examples and illustrations?
    • kimkaz
      kimkaz on 08 Nov 14
       
      Stories provide a scaffold for the audience and helps them connect to the content being presented.  If the story isn't connected it may misrepresent the point or seem self-absorbed.  I agree keep it connected and authentic is the key.
  • For example, the modality effect shows that ”working memory can be increased by using dual rather than a single modality.” That is, it is more effective to target both the visual and auditory processors of working memory.
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      This means to me that I can present a visual and discuss it to the students to improve their learning about the subject.
  • Powerpoint could be the most powerful tool on your computer. But it’s not. Countless innovations fail because their champions use PowerPoint the way Microsoft wants them to, instead of the right way.
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      Why do the experts at Microsoft want presentations to occur in a less than optimal way?  Shouldn't they be encouraging people to use Power Point to enhance the learning of others?
    • sraymond21
      sraymond21 on 10 Nov 14
       
      It's probably also a nod to the idea that even the engineers that work there don't always have a clue about design. I completely see why novices would be encouraged to use a template; it would keep painfully long meetings short and to the point (in theory, anyway)!
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      This is really important to remember.  You want the audience to focus on your words and not doodling on the thumbnails that you pass out.
  • JFK, or at least his speechwriters, knew that abstractions are not memorable, nor do they motivate. Yet how many speeches by CEOs and other leaders contain phrases such as “maximize shareholder value yada, yada, yada?”
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      I think we often need to use "smart" jargon to impress our audience.  Maybe using simple ideas as a way to capture the interest of the audience is the way to go.
  • Stories get our attention and are easier to remember than lists of rules. People love Hollywood, Bollywood, and indie films. People are attracted to “story.”
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      Absolutely!  Charismatic presenters often use the element of story to engage the audience.
    • sraymond21
      sraymond21 on 10 Nov 14
       
      This is an excellent point to remember; sometimes the user is guiltier than the program he or she has been using. I like that he points out that the focus of the presentation should always be what the presenter's main point is.
  • Good presentation techniques, and even classroom instruction methods, are as much art as science.
  • Our brains have two sides. The right side is emotional, musical and moody. The left side is focused on dexterity, facts and hard data. When you show up to give a presentation, people want to use both parts of their brain. So they use the right side to judge the way you talk, the way you dress and your body language. Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good.
    • debraschindler
      debraschindler on 13 Nov 14
       
      If people have made up their mind about you by the second slide then you'd better have made the first two good ones! - D.Schindler
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
    • sraymond21
      sraymond21 on 10 Nov 14
       
      This worries me...not that I disagree, but I always tell my students NO NOTE CARDS. I feel like no note cards forces them to know their presentations better. In my experience, giving new presenters note cards ensures that I am going to be watching them read from note cards for the duration of their presentations. I wonder what the guidelines would be for students practicing?
  • We tell stories all day long. It’s how humans have always communicated.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      I totally agree with this point. Storytelling is an important form of communication in the classroom and in other settings as well.
  • Images are one way to have audiences not only understand your point better but also have a more visceral and emotional connection to your idea.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      Yes! "A picture is worth a thousand words."
  • Use natural speech and give real examples with real things, not abstractions.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      Totally agree! When I taught math using real world situations to teach a concept, students were eager to learn and could relate to the topic.
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      I have seen way too many presentations with such little print that you couldn't begin to read it.
  • What the authors found—and explain simply and brilliantly in their book—is that “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
  • weller means is that the way PowerPoint is used should be ditched, not the tool
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      I agree.  I don't think power point is the problem.  It is a user problem.  I have seen some powerful presentation and some lame ones that use power point as the tool.
  • it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is a common mistake that I observe in new instructors that don't know their materials...they read the slides and put too much data on them.
  • Research shows that visuals (animation) plus concise, simultaneous narration is better than just narration alone. When it comes to the issue of projected text on a screen and narration, Mayer draws this conclusion:
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      It helps me see and hear what the instructor is saying.  I have a visual to anchor to.
  • bulleted-list templates found in both PowerPoint and Keynote.
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      Bullets are a distraction in power point.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is what bugs me about organizations requiring me to turn in my power point in advance.  If I were doing it like it is suggested in this article, it would be worthless to the audience.  I want to make a visual power point and give a hand out that the audience could find facts on.
  • The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
  • kill two birds with one stone”
    • debraschindler
      debraschindler on 13 Nov 14
       
      I tend to use a lot of idioms when I speak; I have found most people gravitate towards it and respond positively and while some just look at me like I said something crazy.
    • debraschindler
      debraschindler on 13 Nov 14
       
      When I think of myself as a presenter of information/knowledge to students I am very good at providing SUCCESS; my current struggle is finding my stride at SUCCESS for adult learners. D. Schindler
  • because deep down, we all want to be sold
    • debraschindler
      debraschindler on 13 Nov 14
       
      Ain't that the truth! My boss and I have similar if not the same theories on educational practices. She has a way of 'selling' her audience that even when she and I are saying the exact same thing our teachers walk away with much more buy-in after she has spoken.
  • Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works.
    • debraschindler
      debraschindler on 13 Nov 14
       
      This would sends a strong message and would be a very influential. That one slide fits the entire SUCCESS model (simple, unexpected, concrete, credible, emotional, and a story) - D. Schindler
  • these slides i
    • debraschindler
      debraschindler on 13 Nov 14
       
      I LOVE the visual of these slides. I will definitely be using these to evaluate my work.
aneppl

Articles: Preparation - 0 views

moodlesw.aeapdonline.org/...view.php

shared by aneppl on 13 Feb 15 - No Cached
  • If your audience could remember only three things about your presentation,what would you want it to be?
    • stac34
      stac34 on 13 Feb 15
       
      I think this is a great question to ask yourself when planning a presenation. To make it purposeful, you want to think about what others will gain from the presentation.
    • jsoland
      jsoland on 16 Feb 15
       
      I love this as well. I think it will really help me to focus on what truly is important and help me to limit all the other content that I may have thought was needed, but would just take away from the presentation.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      This is a very good way to think about your presentation. This will help us make sure it is not too long.
  • he analog approach (paper or whiteboard) to sketch out my ideas and create a rough storyboard really helps solidify and simplify my message in my own head.
    • stac34
      stac34 on 13 Feb 15
       
      I like the idea of this, but realistically so much of what i do is digital, I plan so much on Google Docs so I can access my thoughts from any of my devices. Maybe I should try going analog to see if mind mapping like that is beneficial for me.
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us.
    • stac34
      stac34 on 13 Feb 15
       
      Yes. This. I have sat through presenatations where others are just sharing information and I have presented when I have been assigned a slide or two to present. I have received excellent feedback when I have been able to present about a topic that I am passionate about and connected to. When I can share why it is important to me the message is so much easier to get across. I'm trying to think about how traditional required PD can be reformatted to include more story telling.
  • ...44 more annotations...
  • en is the optimal number of slides in
    • stac34
      stac34 on 13 Feb 15
       
      I kinda shudder when I think about how many presentations I have given that are 30, 40 even 50 slides long (in a day long class) and how overwhelmed people must be. I like that it lays out what the ten topics are, but I would be interested to know what this would look like with education topics.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I agree that it would be very interesting to see what this list would be in education topics. I wonder if you would need a broader scope too because of the different audiences. I also wonder about our students and how they are handling even 10 slides perhaps 8 times a day depending on their workload! 
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      This is a good point. We consider just our audience for our presentation, but what if they are absorbing presentations all day long?
    • brendahack
      brendahack on 17 Feb 15
       
      When I wrote the list of 10 down, I wondered what the translation from business model to education might look like. Anyone give it a shot?
  • meeting
  • a PowerPoint presentation because a normal human being cannot comprehend more than ten concepts in a
  • Documentaries do not simply tell facts; rather, they engage us with the story of war, scientific discovery, a dramatic sea rescue, climate change, and so on
    • stac34
      stac34 on 13 Feb 15
       
      This is good to realize that it can be a heavy subject or a non fiction topic and still be covered through the format of storytelling. If our brains naturally gravitate towards stories, then the audience is automatically at a higher level of engagement.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • jsoland
      jsoland on 16 Feb 15
       
      I am guilty of this. In previous articles, it also highlighted the importance of restraint in information, but I struggle to identify what is and isn't important to someone else.
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      Me too. It is hard to say "this is important, but not something I need to tell them."
  • No software to get in my way and I can easily see how the flow will go. I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph in this section and so on.
    • jsoland
      jsoland on 16 Feb 15
       
      This resonates with me because I have always found myself scrambling to find images in the past to fit a slide without really purposely planning what the image should be. My focus was the reverse of what it should have been. I should be focusing on what image to use to illustrate the content.
  • “Statistics are used to tell lies...while accounting reports are often BS in a ball gown.”
    • jsoland
      jsoland on 16 Feb 15
       
      I find this quote funny as we used to joke all the time in graduate school that you could make stats say anything you wanted. I think people look at numbers and just take them to be the truth without realizing that number can be manipulated as well.
  • Use visuals in an active way, not a decorative one.
    • jsoland
      jsoland on 16 Feb 15
       
      This is a theme that I'm seeing throughout the course and probably one of my biggest take aways as I have always thought of visuals as a compliment to the text on the screen rather than being the primary focus.
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      This takes practice. I'm better at this, but even when I pick really stunning visuals and use them full-slide like we'll look at in our next section, that doesn't mean that they reinforce the message I'm trying to send.
  • You should give your ten slides in twenty minutes.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I need to try to remember this in my next presentation. Sometimes I have so much to say, i need to make sure I cut down the information.
  • The best presenters illustrate their points with the use of stories, most often personal ones
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I thought i was interesting reading that you should include your personal life, like you kids and family. All within ten slides! Yikes!
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      True, but I wouldn't make slides for my personal anecdotes. They would simply weave into the overall story that I'm making with my presentation.
    • brendahack
      brendahack on 17 Feb 15
       
      I was surprised by the inclusion of persoanl life, but it does create a connection with your audience.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Yes, again, like writing compositions, personal anecdotes are a great way to support claims.
  • A good story is not the beginning-to-end tale of how results meet expectations
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      We must remember to add SUSPENSE! :)
  • Visuals should be big, bold, clear, and easy to see.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      The articles stated that less is more. Ten slides, twenty minutes, and thirty point font.
  • I suggest you start your planning in “analog mode.”
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I liked the idea of using post-its before you start building your presentation. This helps to simplfy and organize your ideas.
  • Thirty-point font.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      This is hard in a classroom. Especially if the powerpoint is being used to give concepts or information. I completely understand the concept from a true presentation standpoint, but I wonder about what it looks like as an educational tool for students.
  • The brain cares about story.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I have found that this also works when you are trying to explain a concept to a struggling student. If you can give them a story they can understand (be it true or not) the brain can catch on to it faster and make sense of the concept. Truly powerful!
  • do not simply tell facts;
  • “tell the story” o
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      My department has added in a unit on documentary and bias to get to this very point. The idea is that they are telling the story they want to tell. They have little-to-no obligation to tell us the truth. Stories are used to make us think and decided what we think is right or wrong. They are a conversation starter, not a conclusion. Thus, if we were to end out presentation with a story, we perhaps would begin the conversation for them to have after the presentation is over. It could be very powerful. 
  • “data dump.” A data dump — all too common unfortunately
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I wonder if this is why the presentations in the educational world struggle so much. For the most part, they are used to give information or data. Then the discussion comes based off of that. I sat through 3 presentations today that did just that. I find myself struggling with the two concepts of zen and content. What is the balance that is truly needed?
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      The weird thing is, we don't teach like that in our classes, do we? I mean, yeah, we all know of that boring lecturer, but that's more of a college professor thing than a common high school teacher thing. You would think education presentations would be more "fluffy touchy feely" without any tangible data/information than the other way around, but you'd be wrong.
  • Introduce the problem you have (or did have) and how you will solve it (or did solve it). Give examples that are meaningful and relevant to your audience. Remember, story is sequential: “This happened, and then this happened, and therefore this happened, and so on.” Take people on a journey that introduces conflict and then resolves that conflict. If you can do this, you will be miles ahead of most presenters who simply recall talking points and broadcast lists of information
    • brendahack
      brendahack on 17 Feb 15
       
      If I can get to this point, I will feel successful. I have been reflecting on the presentation that I am working on, and realized when I am teaching students I have done this, but not intentionally. I plan to use a personal story that demonstrates the power of the information I will be presenting. What I am finding challenging is selecting the "right" image to show the emotion I want to invoke. Since this is content that I am very familar with, I am not concerned about bullets, or list of info, but I feel the challenge of getting it all flowing.
  • I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • brendahack
      brendahack on 17 Feb 15
       
      So much power in so few words! Pass the elevator test? yep. 10 slides, a bit scary, but do-able, 20 minutes about what I can expect from students, but when presenting to peers, it is generally much more. However that can be broken up with activities and group work, individual work and check for understanding, in addition to just the power point. I like that font syle and size are being addressed. I play around with that too much, not sure if I have it right, so now I have a tool to guide me. Thanks.
    • aneppl
      aneppl on 22 Feb 15
       
      This makes me think about the importance of a "mini-lesson" in whole group. The term mini-lesson for some has not aligned for the length of their lesson. 10-20 minutes for a whole group lesson on inferencing should be the target
  • Force yourself to use no font smaller than thirty points. I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well. If “thirty points,” is too dogmatic, the I offer you an algorithm: find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • brendahack
      brendahack on 17 Feb 15
       
      I love it! I am going to play this game in class, how old are you, wait a minute, slides adjusted to "correct" font. Seriously, in adult education this is a big issue. No one wants to admit that they can't read the slides because the font is too small. Ego?
    • candace berkley
      candace berkley on 19 Feb 15
       
      This reminds me of learning targets: What do we want students to know/do? How will we get them there? How will we know when they get there? (This is the second time I have tried to post this comment. The first one was much better composed! Learning curve...)
  • if your presentation is not based on solid content, you can not succeed.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Occasionally, I need to remind myself of the purpose for using technology in my classroom: To enhance student learning, not to entertain students (or myself) or just simply to accomplish a task in a different way. I would like to use technology to push kids to a higher level of learning.
    • candace berkley
      candace berkley on 19 Feb 15
       
      I don't know why I never considered pre-writing and making a rough draft for a presentation. When I write anything else, I always follow an "analog mode," but with presentations I just jump right in.
    • candace berkley
      candace berkley on 19 Feb 15
       
      I tell my AP Composition students that when they write, they should always be able to answer the big "So what?" Why is this issue serious? Why should it be taken seriously? What makes it relevant? I am now seeing that composing a presentation is not so different from a rhetorical composition. Interesting.
  • If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Nothing worse than a slide that is out of place, a visual that pops up at the wrong moment, or when what you are saying is totally incongruous to what is on the slide. Practice in front of your family, colleagues, friends and have them give a little input to help the presentation go smoothly.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Nothing worse than being surprised when a slide is out of sequence, the wrong visual appears, or what you are talking about is incongruous to what the slide shows. Practice with your family at home, your dog, imaginary audience.
  • “people are not inspired to act on reason alone.”
    • candace berkley
      candace berkley on 19 Feb 15
       
      Yes: logos, ethos, pathos.
  • ven R2D2 and C3PO are engaging characters, in large part because of their strikingly different personalities.
  • n your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Something very basic (and simple!) to remember when it is time to work on the presentation. I like these kinds of very clear statements as I can visualize what the examples might look like in a presentation.
  • Make your presentation—visuals and narration—participatory.
    • candace berkley
      candace berkley on 20 Feb 15
       
      This entire section was really interesting. I never thought of a presentation as a kind of narrative performance, story telling. And participatory. Very cool to think of presentations using these ideas. I also like the conciseness of these 5 points.
  • ou believe in y
    • candace berkley
      candace berkley on 20 Feb 15
       
      Authenticity is vital to establish a connection with the audience.
  • t reads ahead of you because it can read faster than you can speak. The result is that you and the audience are out of synch.
    • candace berkley
      candace berkley on 20 Feb 15
       
      So true. Students will quickly read what is put before them and not pay attention to anything else that is happening, and then they wait for the next thing to read
  • (or from a scheduled one hour to 30 minutes)
    • aneppl
      aneppl on 22 Feb 15
       
      On Monday we had a professional development day. We had over planned for content, but when we scrambled (in front of our staff) on what to cut out so we could still send the teachers off to lunch when we promised we unintentionally cut out the section titled "the importance of a wrap-up or closure" within their literacy workshop model. In other words we actually practiced the opposite of what one of our most important points was to be for the presentation....ugh!
  • examples to support your major points
    • aneppl
      aneppl on 22 Feb 15
       
      I have often told stories, sometimes personal and sometimes passionate. What I often miss is making the link or connection to our focus. I need to be more purposeful with making that connection.
  • “and the key to their hearts is story.”
    • aneppl
      aneppl on 22 Feb 15
       
      This year this has been more challenging as I am with an entirely new staff that has come together in new building. In my previous position, my stories or sharing of personal challenges lead to a level of trust with staff. They were used to my personal approach, and I get the feeling the new staff I work with are not used to the principal showing emotion, sharing personal information or challenges.
  • Allow graphic elements to fill the frame and bleed off the edges.
    • aneppl
      aneppl on 22 Feb 15
       
      I just did this on a slide for a presentation on Monday. Instead of the graphic/picture just being to the right of the text, I made the picture the entire background an ended up with just a few words.
  • What is the purpose of the event?
    • aneppl
      aneppl on 22 Feb 15
       
      So critical - I truly believe teachers need to know the purpose and how the learning or new information will impact them or their students. For me, the purpose is almost related to improved student learning - making the clear connection is the challenge...
  • legal pad and pen
KIM BYRD

Articles: Presentation "Awakening" - 0 views

moodlesw.aeapdonline.org/...view.php

shared by KIM BYRD on 09 Feb 15 - No Cached
  • in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • stac34
      stac34 on 09 Feb 15
       
      I love this, I wish that all presenters were given this statement to check their presentations before going public with them. I think it is a good reflection piece to see if you have developed a quality presentation. I am going to make this part of my proofreading process when preparing presentations from here on out!
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion. Logic is not enough.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotio
    • stac34
      stac34 on 09 Feb 15
       
      I really haven't ever thought of the emotional side of the presentation, but it makes sense that if someone can connect with the presenter they might be more engaged. Appealing to the audience emotional side can help them become invested in the topic and information.
  • ...40 more annotations...
  • There is something very natural, compelling, and memorable about both telling and listening to stories.
    • stac34
      stac34 on 09 Feb 15
       
      I think this is important, I have recently tried incorporating storytelling into my presentations, letting the audience know how I got to where I am in my journey with the topic and why it is something I am passionate about. This ties in with the idea of striking the emotional side of the audience mentioned in the other article.
    • brendahack
      brendahack on 16 Feb 15
       
      I feel like this was one of my biggest ah ha's. I love stories and hearing the presenters story is always engaging. When I have shared a story in class, it has students attention, they interact, ask questions, volunteer information. When we are working through slides, I feel llike I need to sing and dance to hold their attentions. Stories are powerful! I have just not ever considered it as a presentaion method.
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • . Power
    • stac34
      stac34 on 10 Feb 15
       
      I think it is important to note that PowerPoint is a tool that can be used effectively, but just simply having a PowerPoint doesn't make it purposeful just through using it. The design of a presentation includes multiple facets, the visual presentation is just one of them.
    • aneppl
      aneppl on 15 Feb 15
       
      The key lies in what is the purpose of the presentation and how does the tool(powerpoint) aid in the purpose.
  • Point is
  • a medium that can be used effectively — that is, with effective design methods — or
  • ineffectively, that is with ineffective design methods. We would not necessarily say that
  • books are rarely a good method, because books can be designed using effective or
  • ineffective methods."
  • ineffective methods.
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
    • stac34
      stac34 on 10 Feb 15
       
      I am a fan of acryonyms when they are easy to recall, I like that all of these are described below in more detail, but the "memory" word describes it well enough to trigger what you should remember when designing presentations.
  • Words should be presented as speech
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think this becomes difficult in many settings educationally because the focus has always been on a away to help visual learners gather information. They are often used to be a note guide or a resource to refer back to. I wonder if the shift to being able to screencast would help this. I also wonder about how it leaves out the visual, non-auditory learners. I also think that as a resource, it is less effective if there is an audio track because then the viewer has more to sift through. But it is perhaps more effective as a teaching tool because they can use it to re-teach. Perhaps it is more about purpose matching the delivery. 
  • esented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      Somewhere along the presentation education line, these things get mixed up. When giving a presentation, there should only be key words to cue the speaker or drive a point home. I think that the concept of "cue the speaker" has lead to all of the text. We feel unprepared and this becomes a crutch. I think this is what most of my student struggle with. Although, this course is mostly focused on the teacher, as a high school English teacher, I think these concepts should be taught to our students as well.
    • jsoland
      jsoland on 15 Feb 15
       
      I completely agree. I think it has been drilled into people to use the text as cues on what to talk about, but I think this has become misleading and has led to text on the slides that detracts from the presentation rather than add to it.
  • Third, create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I love this idea! This would keep your audience engaged in the presentation and allow them to not worry about if they have all of the bullet points written down word for word for the text. This would allow the information to flow faster because you don't have to provide wait time.  
  • But everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      This makes it a lot more work too, but it is worth it if the information stays with them. They will remember the power of your presentation. They also will feel that they have missed something if they weren't present. 
    • jsoland
      jsoland on 15 Feb 15
       
      It also saves you from having to present or follow-up later to go over the same information!
  • Unexpectedness.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think that sometimes this could be negative part of a presentation. The key here is to create something unexpected that directly connects to what you are talking about and proves your message. Often, I see people pulling something out just to break up the presentation and to give them a mind break. It is important to wrap those things together (mind break and message) to really get this aspect accomplished. 
  • Great ideas and presentations have an element of story to them.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think the key here is the word "element." I have been part of presentations where you are there to hear about and idea, and they end up telling you story after story. They are loosely connected, but I find myself disengaged with the content and the focus because I am wondering "how many of the "rabbit trails" we are going to go on?" I think you should use stories to help with concepts and examples, keeping them short and to the point.  
    • aneppl
      aneppl on 15 Feb 15
       
      I think it's particularly hard in education, as we don't often have the "whole story" about a students success as they leave us and transition to another stage in their life. Teacher or student success stories are powerful and touch our hearts. For implementing new practices/techniques, or strategies, a true life story from a teacher is always more powerful.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding.
    • jsoland
      jsoland on 15 Feb 15
       
      I found this so interesting and it can be counterintuitive, but the more I thought about it the more I reflected on how often I completely tune out as a result of seeing and hearing the same content (ie someone reading their powerpoint slide)
    • brendahack
      brendahack on 16 Feb 15
       
      This was a stand out to me as weel. The more I thought about it the more I agreed with it. When I have bene presented to, it is extreamly distracting to try to read a slide while someone else is reading it out loud.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
    • aneppl
      aneppl on 15 Feb 15
       
      In education, it's often about what is the implementation piece associated with the presentation/learning/ etc. How do we hold ourselves accountable for the information presented
  • The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic.
    • jsoland
      jsoland on 15 Feb 15
       
      I really struggle with this. I'm never sure how technical to get with my language as I want the audience to feel comfortable with the content, but not feel like I am "talking down to them"
  • Concreteness. Use natural speech and give real examples with real things, not abstractions.
    • jsoland
      jsoland on 15 Feb 15
       
      I really need to work on this one and spend some time coming up with better examples, stories, and analogies in my presentations to make things more concrete.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good
    • aneppl
      aneppl on 15 Feb 15
       
      This is so true. I think it's critical on how you set up the audience for what the purpose is, how this will help/impact them, and what they will/should walk away with.
    • brendahack
      brendahack on 16 Feb 15
       
      Kind of shocking actually. The second slide??? All the more reason to ne mindful of what you are sharing.
  • Curse of Knowledge
    • aneppl
      aneppl on 15 Feb 15
       
      I too am guilty of this. I sometimes feel that what I have to say on a topic is so important that it can't wait or that I have to include it. As a principal, I've had to learn to be disciplined to sometimes save my thoughts when others are presenting and not interrupt their presentations for my own sake of speaking!
  • Emotions. People are emotional beings
    • aneppl
      aneppl on 15 Feb 15
       
      I do feel that I try to connect with teachers emotionally. I am very vulnerable in my communication with teachers. I don't want to be known as the expert and thus I engage a lot of teachers to be with me in presenting, sharing, modeling, etc. Acknowledge how busy we know they all are, but surround it with how important our new learning is for the benefit of students.
  • It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented
    • brendahack
      brendahack on 16 Feb 15
       
      Speaking to the diagram allows one to have their own thoughts, and consider the presenters ideas I beleive without the overload suggested by reaing the slide to them. I like the idea of an image that gets to the emotion or the concept that you are trying to get across.
  • Next time you plan a presentation, then, start by using a pencil and pad, a whiteboard, or a stick in the sand — anything except jumping headfirst into slideware on your computer with its templates, outlines, and content wizards that may point you down a path you wish not to go.
    • brendahack
      brendahack on 16 Feb 15
       
      I love this! Of course anything done in the sand this time of the year in Iowa seems like a GREAT idea. I know I am guilty of starting with the slide and not the overall concept. It is so easy to rearrange slides in power point that is it ewasy to get caught up in headfirst jumping.
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
    • brendahack
      brendahack on 16 Feb 15
       
      Yep! save it until the end. How many conferences have you been to that people stick their head in the door, grab a copy of your slides, handout, whatever, and turn around and head out. If they could sit and listen knowing they will get materials at the end, I believe they will have a better learning experience.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify
    • brendahack
      brendahack on 16 Feb 15
       
      Easier said than done, but how very important! I know this is one that I will be giving lots of thought to.
  • "The use of the PowerPoint presentation has been a disaster. It should be ditched.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I am not so sure it is a disaster. Perhaps we all need more training.
  • Powerpoint was developed by engineers as a tool to help them communicate with the marketing department—and vice versa.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      Now look how often PowerPoint is used. It has branched out beyond the marketing department.
  • Communication is the transfer of emotion.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      They talk a lot in these articles about how the audience needs to have emotion brought to them by presentation.
  • No more than six words on a slide. EVER.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I never heard of this rule until I took this class. I have seen and made more than six slides for as long as PowerPoint has been around.
  • For your presentation, what’s the key point? What’s the core? Why does (or should) it matter?
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I feel like my end presentation is using simplicity too much. Perhaps I am just used to slides with WAY too much information on them.
pkmills

The Process | Presentation Zen: How to Craft a Presentation with Messages that Stick | ... - 2 views

www.peachpit.com/...article.aspx

shared by pkmills on 09 Apr 15 - No Cached
    • pkmills
      pkmills on 09 Apr 15
       
      I love old movies and when I read about the storyboarding, I instantly was back at the moveis and thought about how they put together a movie (storytelling). This concept has cahnged my outlook on what it really means to present a topic, rather than "Death by Powerpoint"
  • Each situation and each individual is different, and there are indeed many paths to better presentations, including better preparation. My personal approach moving from rough analog sketches to digital slides is not uncommon at all. I have been surprised, however, that for the most part, individual professionals, entrepreneurs, and students usually just open up slideware, type about a dozen subject slides, and then fill them with talking points. This is not an effective approach, nor is it a method I recommend although it is common
    • pkmills
      pkmills on 09 Apr 15
       
      This is so how I have done Power Point. It also the way I was shown, Wish I would have had this information sooner.
  • mgoodwin5 on 13 Apr 15
     
    I really like this part of the article. You have to get your message across to your audience-make them feel the same you do about the topic. This sometimes takes a lot of work, but can be accomplished by putting in some time to create a powerful presentation. Putting into your presentation the emotion and feelings that you have will capture your audiences attention and keep them captivated.
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