Articles: Presentation "Awakening" - 8 views
-
sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories
-
kbelland21 on 07 Jul 14SUCCES is a great acronym to remember when creating presentations that you want to "stick" with your audience. -
Patty Harrell on 14 Jul 14I love the acronym. It is very inclusive.
-
-
as many footnotes or details as you like
-
-
Don’t hand out the written stuff at the beginning!
-
-
-
This is so true! I often don't know what to focus on if I am given the handout ahead of time. I get overwhelmed and it gives me time to "check out" of the presentation when I re-enter it and realise I'm lost. -
-
The part I hate about this is that handing out the notes seems to take forever. If they were already there on the table when I arrived, I'm in a better mood. -
It not only takes forever but it seems no one listens because they are busy thumbing through the handout content! (Yes, I am guilty!) -
this I have an issue with only because handouts help to clear up ideas for me when the speaker is not clear.
-
- ...40 more annotations...
-
No more than six words on a slide. EVER
-
-
-
It is hard to imagine six words! I am going to have to work hard to manage that
-
-
Six words will be extremely hard for me. I think I have mastered using phrases instead of sentences, but this will be a challenge.
-
-
-
rip sounds and music from CDs and leverage the Proustian effect this can have
-
-
-
Seems like a no-brainer to me. Music people do this all the time, I NEVER use canned sounds. There is a balance though, between using music as an attention getter and trying to actually connect it to the presentation. I have seen many attempts at this that are more distracting than anything. Making sure the cut of music makes sense is important to. -
I like sound in the background when I make an imovie. This could work here too. Again, my audience is middle schoolers and they love to listen to music and do anything else at the same time.
-
-
If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
-
I need to keep working on figuring out what is important and what is a priority!
-
This is an important idea to remember. It seems like a difficult task though!
-
-
And yes, these six compress nicely into the acronym SUCCESs.
-
-
Statistics, say the Heath brothers, are not inherently helpful. What’s important is the context and the meaning. Put it in terms people can visualize. “Five hours of battery life” or “Enough battery life to watch your favorite TV shows nonstop on your iPod during your next flight from San Francisco to New York”?
-
It makes things so much more interesting when we make it something people can visualize- nobody likes to look at a bunch of facts and figures.
-
-
A picture of an enormous plate of greasy French fries, two cheeseburgers, and a large chocolate shake will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
-
This is something I struggle with- I love looking at these pictures in these articles and think they are so useful and relevant but have a hard time thinking of how to pull them into my own presentations. Hoping this is something I improve on greatly in this class.
-
My presentations tend to have lots of visuals, but I need to incorporate other visuals that create this effect. Some of the visuals I use are better at this than others.
-
-
Stories get our attention and are easier to remember than lists of rules
-
I feel that this is so true. I try to use stories a lot in my classroom and have realized when I do it really helps my students remember better.
-
And I like the idea of using a picture to support the story. If you think about Ted Talks this is what most of them do,
-
-
he 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. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
-
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. This may seem counterintuitive
-
I have never heard of the redundancy effect but it makes sense. We want to use multiple modalities but not with identical information...then folks get annoyed
-
It is so true. I was just talking to a student the other day about this. When information is redundant, that is the exact point they tune out (if they haven't already due to poor communication).
-
I'm guilty of redundancy. Probably because that's what we are so commonly exposed to in school and in continuing education. -
Yes... redundancy. Like when I am talking to my son about mowing the yard and he has his video game on at the same time. And then the yard doesn't get mowed. He can now say... "sorry, dad, you didn't adjust for redundancy". That is something he would say, by the way.
-
-
es, you could send a memo, but no one reads anymore.
-
This was interesting to me as I know people do better with memos if you DO use bullets. They scan and look for the content. However, in a presentation this backfires because of the redundancy effect. So bullets have a place, just not in powerpoint!
-
I agree with this comment. When I get an email that is several paragraphs long, I rarely make it past the first couple of sentences. Bullets do help in this situation, but not if someone is just going to read the bullets to me.
-
-
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.
-
-
Yes, I am guilty of not listening when a presenter puts all of their content on the slides. Especially when they give you a copy of their presentation. Why would I expect my students/listeners to be any different?
-
I often feel insulted when I am read to and figure that if they give me a copy, I can just figure it out on my own later thanks to them giving me the notes! I zone out too...I think the effort to ditch the current use of Power Point really depends on the purpose of the presentation and the expectations placed on the presenter. My sister works for Nationwide as a project presenter and she is REQUIRED to give a copy of the presentation, and the expectation is that EVERYTHING she will say is in the presentation. She is basically mandated to produce death by Power Point and fears that a change in method will result in complaints and negative feedback. She loved the ideas I shared with her from this article and the course. I think that in both schools, and the business world, there will need to be a lot of pre-teaching and change in the purpose for the presentation. We often combine the detailed notes with the presentation. This approach separates the two.
-
I find myself catching up on emails when a presenter is reading the PP. I assume if they're reading it, I don't need to look at it.
-
-
Don’t hand out print-outs of your slides
-
I gave that up a long time ago. Seems like students are then more interested in the handouts and zone out.
-
I feel like having a print out of the slides would also allow the audience to tune you out.
-
I also stopped doing this a long time ago. I am guilty of "tuning out" when I have the exact same thing in my hand that is on the screen - I don't need someone to read it to me. However, I sometimes like to have the print out at the end as a reminder....
-
-
The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
-
-
the way PowerPoint is used should be ditched, not the tool itself.
-
This is so true. We need to re-think the way we are using the tool and realise that it is us that needs to change how we are using the tool. I have recently had this revelation with several apps we use in the classroom on our iPads. We too easily blame the tool and not the brain behind using the tool.
-
-
it is more effective to target both the visual and auditory processors of working memory
-
This helps me understand why when we see a visual it is easier to remember the verbal message that came with it. I was surprised to see how many images I remembered when Alvin Trusty showed them at the end of his presentation. Powerful.
-
This goes along with visual notes. Traditionally, students are encouraged to take notes using only text. There is a movement and research that suggests using visuals in the note taking process actually helps students retain more information.
-
I recently watched the Sunni Brown Ted Talk on Doodling. If you haven't watched it, it's worth checking out. I have been a doodler all my life and this makes so much sense to me. It matches your comments about using visuals on note taking. https://www.ted.com/talks/sunni_brown
-
I find that this works when you add a kinesthetic movement to an idea as well. The nonverbal cue, even if given by the presenter can be equally effective in triggering a memory later.
-
-
Often, people come to a conclusion about your presentation by the time you’re on the second slide
-
This makes me think twice about how I should start a presentation. I think it would be most effective to have a strong visual that hits up the major message you are going to get at. It should evoke emotion from the start.
-
-
to sustain their interest, you have to stimulate their curiosity
-
Unexpectedness
-
It is so essential that we get at students' curiosity when we teach! We are the same way as adult learners. What do we take pride in learning? Things we are interested in and genuinely curious about. If we can strike curiosity in our listeners, it will give ownership to the learning and make it personal for them. Curiosity drives innovation and new levels of learning!
-
Curiosity also engages the higher order thinking that as educators we are always trying to get students to participate in!
-
-
-
When creating presentations, remember this fact. It doesn't mean the death of PPT, just reinforcing the fact that presenters need to look at the presentation differently.
-
Good point! It doesn't mean one is better than the other... just can't do both at the same time via PPT.
-
-
hen, 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. Remember, the presentation is to make an emotional sale. The document is the proof that helps the intellectuals in your audience accept the idea that you’ve sold them on emotionally.
-
I lose students when they take notes during a discussion or story. Fine for facts.
-
-
-
This is an interesting thought. I wonder how well it would work with high school students? It's nice that students would be able to focus on what is being said, but at the same time studies show that more information is remembered when actual writing (not typing) takes place.
-
This applies to all technology, not just Power Point. I'd say "making a webpage" is not a method either... it should be a medium to a greater purpose. Teaching students this so that they truly understand it, though, can be challenging. I'd say we don't do this very well in K-12 education.
-
-
You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion
-
I LOVE this! We actually use a method for creating lesson plans called the "Comprehensive Musicianship Plan" which emphasizes the need for an affective outcome in each lesson. I think that this can be applied to having an affective outcome for every presentation. If you can't connect your audience to the heart of what you are saying, and draw some sort of emotional emphasis, it will never stay with them in the long run.
-
I think back to presentations I've attended and how many of those actually motivated a change in my behavior. The common theme was that successful presentationsI left me feeling angry, embarrassed, happy, or encouraged.
-
-
simplify—not dumb down—your message to its absolute core. We’re not talking about stupid sound bites here
-
To "not dumb down" is something to stress. I struggle with the balance of not being overly-technical, and at the same time, avoiding the trap of dumbing down the information. I often try to think the way a news reporter would. How can we get this across in a short number of words, so most people can understand, but so that those who have elevated levels of understanding aren't turned off?
-
-
Communication is about getting others to adopt your point of view
-
-
True... even when it isn't really a persuasive presentation, there is still a mindset that you are trying to get your audience to adopt. That is what is difficult for me.
-
We want to help them to remember- adding the emotion helps with the memory!
-
-
No dissolves, spins or other transitions.
-
I had an instructor use every imaginable transition and sound effect during my undergrad work. It was so loud and frustrating that I found myself focusing on the transitions instead of the material.
-
-
-
he diagram uses a visual modality and the speech uses an auditory modality which should result in greater working memory capacity and better understanding,
-
-
I have used power point handouts for notes. When I could not attend a conference, but a peer went we could review the notes and I felt I learned a great deal. Also, I have used powerpoints as cheat sheets. These would have been the really bad ones where the speaker was actually not needed.
-
-
Your audience will thank you for it, because deep down, we all want to be sold.
-
One of the components for creating sticking messages is story
-
People will tend to remember a key point better if it is tied to a story.
-
-
six principles from Made to Stick
-
time off the grid,
-
I agree, it is extremely beneficial to walk away and re charge. For me, it's excercise-mostly outdoor like walking, hiking, biking or swimming. They take my mind to a whole new place and later I can come back with new awareness.
-
-
it is more difficult to process information if it is coming at you both verbally and in written form at the same time
-
I like to close my eyes when someone is relaying a complex idea. I think if the idea is less difficult to comprehend the effect is less. But by personal experience, i agree.
-
-
"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."
-
people want to use both parts of their brain.
-
this seems like a good way to remember to complement ideas verbally with images in the powerpoint - right brain/left brain. people enjoy being fully engaged.
-
-
background knowledge on the topic.
-
Remember to forget. This is hard. Knowing and meeting your audience where they are is crucial.
-
-
violating their expectations.
-
Surprise people
-
This is one of my goals for future presentations. Surprises are exciting and engage your audience.
-
-
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?
-
-
First, make yourself cue cards. Don’t put them on the screen. Put them in your hand.
-
-
Second, make slides that reinforce your words, not repeat them
-
