Designing Introductions that Open the Door for Learning

1. Designing Introductions that Open the Door for Learning 2008 PDS MI Presentation

2. INTRODUCTION Add instructor info (for example) • Helped develop the 1987 SBDI program • Trained 2 classes Master Instructors • Many SBDI courses • Masters Degree in Adult Education • Numerous curriculum development projects

3. INTRODUCTION 1st two minutes…think about it When observing a presentation, have you ever felt confused, especially in the early stages of the talk, about what the topic was, or what its importance was to you? Have you ever sat through all or most of a talk without knowing who the speaker was - or what their credentials for speaking to you were?

4. INTRODUCTION Getting out of the harbor… • Beginning a sea journey is like beginning a presentation because _____________? • How is a presenter like the captain of a ship?

5. FORESHADOWING 3 – 2 – 1 • Three things that interested me • Two things I’d like to know more about • One big idea (to use at home) Page 32

6. Introduction Objective Content Conclusion Evaluation INTRODUCTION What we know…I.O.C.C.E. Page 40

7. INTRODUCTION What We Know….4 T’s • Tell them what you are going to tell them • Tell them why it’s important to them • Tell them • Tell them what you told them Page 33

8. After the closing Closing Body Openings Before the Opening INTRODUCTION 5 Presentation Stages Page 40

9. INTRODUCTION Today’s “6 – P” Objective • SBDIs will embrace the importance of introductions and create a dynamic intro during the PDS which addresses: • Purpose • People • Place • Plan • Presenter • Pizzazz Page 33-34

10. Purpose People Place Presenter Plan Pizzazz What is my hoped for outcome? Who are the people I am teaching? How can I create a positive learning environment? How will I prepare and present myself? What is my instructional plan? How will I get their attention? INTRODUCTION What are the Questions???? Page 33-34

11. PURPOSE Purpose • Begin with the End in Mind • Steven Covey • What do you want your learners to be able to do after your lesson? • Is your outcome measurable and obtainable? Page 34

12. PURPOSE Yogi Berra • If you don’t know where you are going, you might end up someplace else. • I never said most of the things I said. Page 34

13. PURPOSE Tell Them “What” & “Why” • Explain exactly what you will be covering • “WIIFM” Page 42

14. PURPOSE-PEOPLE Event Design - Bailey Page 40

15. PEOPLE Aristotle: Three parts to a talk Instructor Presentation Audience = People Page 35

16. PEOPLE Who is your audience? • Demographics – Age, gender, culture, ethnicity, first language, years on bus, etc • Do they have prior accurate knowledge of your topic • “Hot buttons” • Motivation to be there Page 35

17. PEOPLE Know their language…

18. PEOPLE Building Bridges Learner Lesson Page 35-36

19. PLACE Before the Opening • Prepare your workspace – where will you be? • Test sound, lighting, and AV equipment • Prepare for the learners’ comfort and perspective - Seating arrangement, etc. • Check refreshments and registration • Complete preparations 30 minutes before • Talk with the learners Page 37

20. PLACE Classroom Design What does each facilitate? Where should you and the media be placed? Page 35

21. Relevant Experience Relevant Certifications Some personal information Interesting connections to topic, location, or class Something that just happened They don’t care how much you know until they know how much you care. PRESENTER Credibility Page 38

22. PRESENTER Two-way Connection • Relate • Respect • Care for audience • Focus on empowering the learners • Provide choices • Key words and phrases “As you decide, tell, recall, chose, examine” Page 38

23. PRESENTER Six Sources of Nervousness • Audience size • Audience importance • Familiarity • Difficulty of subject • Experience Page 39

24. If there are butterflies in your stomach, how can you get them to fly in formation? Walk Breathe Make faces Over-prepare Written notes Dangle your arms Twist your wrists Mentally rehearse Reconnaissance Take the long view Paradoxical intervention Prayer/Mantra PRESENTER Page 39

25. AMP is unit of ENERGY Appearance Movement Personality – Terry Smith Make your point STICK Impression Repetition Association – Dale Carnegie PRESENTER-PLAN A.M.P. and I.R.A.

26. PLAN Many Instructional Plans • IOCCE • 4 “Ts” • 5 presentation stages • 3-D Outlinetm • 2007 PDS Outline Preparation Worksheet & Presentation Planning Worksheet • PTSI SBDI Presentation Preparation form Page 40-41

27. Time What Why How 10 Opening • Purpose • Process • Payoff Rapport and focus Slides Icebreaker 40 Body • Point 1 • Point 2 • Point 3 Information and update Videos and slides 10 Closing • Summary • Actions Call to action Handout PLAN 3-D Outlinetm Page 41

28. What? Professors So what? Friends What if? Inventors Why? Scientists PLAN - PEOPLE Four Audiences…not demographics Page 36

29. PLAN Balancing Learning Styles • Post an agenda • Verbal and visual advanced organizers • Introduce key points • Active participation • Use of stories • Have references Page 41

30. PIZZAZZ Set the Hook • Tied to their past experience • Includes all learners – pick the bait carefully • Provides use, value, or purpose • Impact w/o overwhelming Page 42

31. PIZZAZZ • Thank you, Eric, for that vivid presentation on meteor showers

32. PIZZAZZ Newspaper Articles

33. Starting statements Anecdotes Quotes or Literature Enrollment questions Dissonance “Big Yellow Killer” _____ is like…. Real life scenario Use a prop Remember when… PIZZAZZ “Another opening…” Page 43

34. PIZZAZZ Quick intro strategies • Turn to neighbor… • List concerns or questions • ABC or acronym • Just like me • Pre-test • Games Page 44

35. CONCLUSION Page 33

36. CONCLUSION 3 - 2 – 1 • Three things that interested me • Two things I’d like to know more about • One big idea (to use at home) Page 32

37. CONCLUSION Where we’ve been… • Purpose • People • Place • Presenter • Plan • Pizzazz Now let's put it to work!

38. Audience? Age, gender, culture, ethnicity, first language, other jobs, community roles, years on bus. What is your outcome? What specific behavior or skill do you want them to be able to perform? What do they need to learn to get to your lesson in terms of skills? What do they need to change in terms of attitude for them to perform the behavior or skill consistently? What will you do in your introduction for students with different learning styles? Your introduction should be 5-10% of the total time of your presentation. Take the time to create a framework for a successful presentation. FORESHADOWING SBDI Introduction Worksheet Page 45

39. FORESHADOWING more Worksheet… • How have you arranged the physical environment of your training space for learning to take place? • What will you say about yourself and/or your co-instructor as an introduction? • What strategies will you use to overcome your nervousness to share your important message? • What “hook” will you use to create interest in your topic, relate it to their own experience, and explain WIIFM to your learners? • How will you get your learners moving during your introduction? • Be sure to cover the logistics – Exits, smoking, bathrooms, class ground rules, etc. Page 46

40. There are always three speeches, for every one you actually gave: The one you practiced…the one you gave…and the one you wish you gave. Dale Carnegie Thanks for your attention and participation. I’m looking forward to hearing some great introductions this afternoon It’s time for lunch! CONCLUSION Remember… Interest, be it remembered, is contagious. Your hearers are almost sure to catch it if you have a bad case of it yourself.