Preparation and Delivery of Effective Presentations

1. Preparation and Delivery of Effective Presentations

2. Preparation and Delivery of Effective Presentations • Identify characteristics of effective lectures • Plan lecture features that will contribute to the learning process • Attention and motivation • Structure • Density • Delivery

3. Preparation and Delivery of Effective Presentations The most effective lectures ...

4. Attention • If they aren’t paying attention, they won’t learn. • Average total attention span • 10 seconds • Average attention span • 10 minutes • How do you capture attention?

5. Attention Retention McLeish, 1968

6. Plan with the learners in mind. Purpose Listeners Interests Prior experience Key points

7. Create a need to know with the introduction. • clinical case • puzzle or problem • question to be answered • jeopardy • survey of experience or understanding • visual stimulus • Video clip • Computer-simulation

8. Structure • New knowledge is built on prior knowledge. Link to prior learning. • Meaningful links are essential for understanding. Provide a road map. • Prior experience • Relationship to other ideas • Interests • Rationale

9. Select an organizing principle. • Classical explanation • Sequential • Topical • Problem-centered • Persuasive • Inquiry-based (from unknown to known) • IMRD

10. Mark key points. • Reiteration • Visual reminders in the slides • Verbal markers • Use of 15 minute blocks • Statement of main point • Elaborated explanation • Vivid example • Summary • Organized handouts.

11. Summarize during and at the end. • Reiterate main points • Ask for learners to construct their summaries • Point toward next direction

12. Overloading interferes with learning. GOAL: 50% of the presentation to contain new information 100 words / minute 4 sentences / minute Comparison of sequences shows some positions where all three proteins have the same residue, but at most positions the three sequences are different. These proteins have descended from a common ancestor protein and the residues that control the folding of the chain and the shape of the heme pocket have been conserved. Other residues have been substituted conservatively so as not to alter the tertiary structure -- e.g. a surface serine or glutamic acid for threonine, or an internal leucine for valine. In hemoglobin some surface residues are less polar (more hydrophobic) than the equivalent sites in myoglobin; their R-groups are involved in subunit-subunit interactions the hemoglobin tetramer. Favorable geometry plus the chance to exclude water from a hydrophobic surface drive the subunits toward association in a structurally specific manner. Density

13. Leave things out. “ Undoubtedly the student tries to learn too much, and we the teachers try to teach him too much -- neither, perhaps with great success.” Osler, 1899

14. Delivery • The medium is part of the message. • Gesture • Movement • Eye contact • Tone • Rate and volume • Enunciation • Interaction

15. Make visuals that emphasize and illustrate key points. • 1 slide / minute • 1 main idea • 7 words / line • 7 lines / slide • upper and lower case • 24 - 32 type font

16. Common Traps • Talking too long • Creating information overload • Failing to establish a common ground • Distracting your audience • Failing to connect with individuals

17. Common Traps • Using humor that bombs • Failing to highlight key points • Asking unclear questions • Upsetting, intimidating or belittling members of the audience

18. Critical Features for Learning • ATTENTION: If they are not paying attention, they cannot learn. • STRUCTURE: New knowledge is built on prior experience and requires a meaningful organization. • DENSITY: Too much information interferes with learning so leave things out. • DELIVERY: The medium is part of the message.