Pres. Skills

PRESENTATION SKILLS

It is important to have an OBJECTIVE. This is what you want the learners to understand and recall. The objective must be realistic and measurable.

STRUCTURING

1.INTRODUCTION

2. DEVELOPMENT

3.CONSOLIDATION

Phase 1 the introduction is subdivided into 5 elements and may be remembered by the mnemonic, INTRO.

IInterest

NNeed

TTitle

RRange

OObjective

They may be delivered in any order.

INTEREST – you must gain the attention of the learners.

  • Show a picture/visual aid
  • Ask a question
  • Tell a humorous story
  • Relate something topical

NEED – why they are learning this.

TITLE – should be clear and precise.

RANGE – a short explanation of what will be covered, (and what perhaps will be left out) whether they are required to take notes and when questions may be asked.

OBJECTIVE – tell them exactly what they will be able to achieve by the end of the session and mention the method you will use to check this.

Phase 2 the development can not be planned until a clear and precise objective has been written. It is important to fit the development to the objective and not vice versa. So, what information needs to be included in the session?

MUSTS – vital information that must be given to the learners if the objective is to be reached.

SHOULDS –important information that should be given to the learners to help understanding of the MUSTS. Also helps the learners to reason.

COULDS – information not vital to achieve the objective but useful in ‘lightening’ the session but do not side-track.

There are some golden rules.

  • Keep it simple at the beginning and work towards the more complex
  • Start off with information that is known to the learners
  • Have clearly defined stages – don’t overload
  • Present the information in a logical sequence
  • Make maximum use of visual aids – one visual aid per learning stage
  • Avoid jargon if possible, but it used then explain it’s meaning
  • Don’t use complex words where simpler ones are available
  • Use visual aids to emphasize the MUSTS
  • Use humour or gravity to make a point but don’t overdo it – distraction!

Phase 3 the consolidation. You need to finish off the session. Verbally summarise the key points without introducing new information. You need to test at the end of the session to determine whether the stated objective has been achieved. This also acts as an indication of your own ability to ‘get over the message’.

  • Verbal questions
  • Questionnaires
  • Observing learners
  • A practical exercise

VISUAL AIDS

It is said that visual aids increase learning effectiveness by as much as 43%.

RULES

  • Visual aids should be capable of being seen by all the group
  • It shouldn’t contradict what is being said
  • It should be interesting – use colour
  • It should support and not distract from the information given
  • It should be clear in meaning, accurate, well laid out and concise
  • It should emphasize the key points
  • It should have a heading

Most commonly used visual aids are chalkboard, video, flipchart OHP and handouts. All should be positioned where the whole group can see.

Chalkboards/whiteboards

  • Chalk/pens
  • Clean – don’t clean patch
  • Straight, clear writing
  • Spelling

Videos

  • Check it is working
  • Set up at the right place
  • Don’t leave it to the end – sleepy
  • Not too long

Flipchart

  • Enough paper
  • Pens that work
  • Write legibly
  • Use headings
  • Take your time when writing
  • Plan in advance – pencil on sheets
  • When not needed turn to a blank sheet
  • Watch spelling – pencil again
  • Prepare drawings in pencil

OHP

  • Check position and focus before starting
  • Use overlaps or masking to reveal information
  • Switch off when changing sheet
  • Switch off when not required
  • Point at the sheet and not the screen
  • Keep sheets in sequence
  • Should be on your left
  • Use colour
  • Larger font size
  • No more than 6 key points per sheet

HANDOUTS

  • Proof read
  • Do not write too much information on one sheet
  • Do not just use the information given in the session – expand on it
  • Do not use abbreviations or jargon
  • Space out key points so that it is easy for the eyes to recognise them
  • Mix text with diagrams/pictures to break it up
  • List further sources of information
  • Highlight or box headings

Write notes to guide you through your planned structure, this ensures you cover the topic intended in logical order preventing you going off at a tangent.

Good teachers make it look easy by;

  • Being enthusiastic
  • Being natural
  • Speaking clearly
  • Stance – arms at the side and using gestures to emphasize a point
  • Controlling mannerisms
  • Dressing appropriately
  • Watching the learners reaction
  • Maintaining eye contact
  • Smiling

Learning is improved the more an individual is involved and allowed to participate within the learning process, because the learner is encouraged to think and make sense of the information they are given. It helps the teacher to gauge if the level and pace is right and if the desired level of understanding has been reached. You can clarify points of confusion and learning can be measured and consolidated. Interactive learning is much more enjoyable for all involved.

QUESTIONS

Questions should start with WHAT, WHY, HOW, WHERE, WHO.

Avoid questions that are;

  • Closed i.e. yes/no
  • Vague
  • Complex
  • Allows guess work

1