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Introduction

Introduction. Carmel McNaught Professor of Learning Enhancement Centre for Learning Enhancement And Research. A guide to giving good presentations and lectures for:. TAs Teaching staff Conference presenters. Applies to. Carmel McNaught Professor of Learning Enhancement

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Introduction

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  1. Introduction • Carmel McNaught • Professor of Learning Enhancement • Centre for Learning Enhancement And Research A guide to giving good presentations and lectures for: • TAs • Teaching staff • Conference presenters

  2. Applies to • Carmel McNaught • Professor of Learning Enhancement • Centre for Learning Enhancement And Research • Summaries by TAs in tutorials • Lectures • Conference presentations • Seminar talks • Other presentations

  3. Effective lectures and presentations • Introduction • What is an effective presentation? • Beginning a presentation • Structuring a talk • Ending a presentation • Relevance • Activities in lectures • Visual aids • Delivery skills • Handling questions • Preparation and practice • Contributors • Evaluation

  4. Activity / Summary • Each topic ends with an activity or summary • Some are multimedia activities for you to complete • Others help you reflect on a talk you need to prepare • The preparation topic has a reflective checklist covering the key questions you need to ask about your talk

  5. What is an effective presentation?

  6. What is involved in effective oral presentations? Assisting the audience to learn something new. Hence you need to: • Organize your thoughts & materials • Present them logically to an audience • Engage your audience’s interest • Promote interactivity with the audience • Express ideas clearly

  7. Understand the audience • Michael H. Wang • Professor, Automation and Computer-Aided Engineering • Analyzeaudiences: • Who? • How many? • Why do they come? • What do they already know?

  8. Engage the audience • Michael H. Wang • Professor, Automation and Computer-Aided Engineering Engageaudiences: • Start the talk with excitement tailored to the audience • Relate the topic or subject of the talk directly to their interests

  9. Know their needs • It is important to know the concerns and needs of your students • Understand what your students’ need before planning your class • Andrew C.F. Chan • Director, Executive MBA Programme • Professor, Marketing • Vice-Chancellor's Exemplary Teaching Award Winner

  10. Shift with their needs • Students are important in shaping course • Try to include materials which students are really interested in • Courses can be shifted to meet students’ interests • Gordon Mathews • Associate Professor, Anthropology • Vice-Chancellor's Exemplary Teaching Award Winner

  11. Topic 1 – Prepare your talk • Think about the talk you are preparing • Who are your students/audience? • What is the purpose of your talk?

  12. Beginning a presentation

  13. Starting a class • Allan D. Walker • Professor, Educational Administration and Policy • Vice-Chancellor's Exemplary Teaching Award Winner • Review of previous lesson • Clear set of objectives • Outline of key points/ activities

  14. Last week’s Objectives • To explore the meaning of professional learning in schools. • To examine six key professional development themes • To apply new learning to own context

  15. Last week’s Objectives • To explore the meaning of professional learning in schools. • To examine six key professional development themes • To apply new learning to own context

  16. This week’s Objectives • To explore the foundations of professional learning in schools • To determine levels of school action associated with establishing firm foundations • To continue our search into the meaning of professional development on our school contexts • To finalize our learning groups

  17. Last week’s Objectives • To explore the meaning of professional learning in schools. • To examine six key professional development themes • To apply new learning to own context

  18. This week’s Objectives • To explore the foundations of professional learning in schools • To determine levels of school action associated with establishing firm foundations • To continue our search into the meaning of professional development on our school contexts • To finalize our learning groups

  19. Outline • Footings for professional learning (Deep, wide, durable enough?) • Activity: Footings in our schools • 4 levels of action (Personal, Structural, Political, Cultural) • Build on last weeks definition of PD(Learning opportunities, improved practice, engagement) • Case study: MOI and professional learning

  20. Our road map • Introduction • What is an effective presentation? • Beginning a presentation • Structuring a talk • Ending a presentation • Relevance • Activities in lectures • Visual aids • Delivery skills • Handling questions • Preparation and practice

  21. Structuring a talk

  22. Golden rule 1. Tell what you are going to tell 2.Tell it 3. Then, tell what you have told “Say what you are going to say, say it, then say it again”

  23. Structuring a technical presentation Uncover key points by telling 1. Why you did the work 2. How you did it 3. What you found 4. What you think it means

  24. Transitionbetween topics Telllisteners when finishing one section and starting another. “I’ve talked about the principle of operation; now I will turn my attention to the experiment”

  25. Concentrate on key concepts Concentrate on teaching key concepts, rather than detail, and make the fundamental concepts explicit

  26. Concentrate on key concepts • John C.S. Lui • Professor, Computer Science and Engineering • Vice-Chancellor's Exemplary Teaching Award Winner • Fundamental knowledge is most important • Technology advances rapidly while the fundamental knowledge remains unchanged • Teach the fundamentals so that students can establish a solid foundation and be able to adapt and learn new things more easily

  27. Organizing presentations Organizeandsequenceinformation quickly

  28. Organizing presentations • Chronological – by time • Spatial – by geographical location • Topical– by topic • Problem solving – by questions & answers • Causal relationship – by explaining reasons

  29. Ending a presentation

  30. Preview & review Preview and review effectively yourmost important points

  31. End with impact Endpresentations with a review of main points

  32. Concluding a class • Allan D. Walker • Professor, Educational Administration and Policy • Vice-Chancellor's Exemplary Teaching Award Winner • Review the objectives • Review the outline of the class • Check the students’ understanding • Overall summary

  33. Outline • Footings for professional learning (Deep, wide, durable enough?) • Activity: Footings in our schools • 4 levels of action (Personal, Structural, Political, Cultural) • Build on last weeks definition of PD(Learning opportunities, improved practice, engagement) • Case study: MOI and professional learning

  34. This week’s Objectives • To explore the foundations of professional learning in schools • To determine levels of school action associated with establishing firm foundations • To continue our search into the meaning of professional development on our school contexts • To finalize our learning groups

  35. Part 2, 3 & 4 - Summary • Introduction ─ need clear purpose statement or roadmap • Body ─ needs coherent logical structure • Fundamental concepts ─ make them explicit • Fundamental concepts ─ avoid excess detail • Conclusion ─ give summary of key concepts

  36. Relevance

  37. What arouses interests Problem Question Concern Relevance

  38. Relevance to current issues Keep up-to-date with current issues • Gordon W.H. Cheung • Director of Studies, Undergraduate Studies in Business • Professor, Management • Vice-Chancellor's Exemplary Teaching Award Winner

  39. Relate to local issues To do this you have to make sure you understand the local context • Allan D. Walker • Professor, Educational Administration and Policy • Vice-Chancellor's Exemplary Teaching Award Winner Relevance to local issues

  40. Most of my students are primary and secondary teachers, or those who are interested in becoming teachers. When I teach, firstly, I will stick to the gist. Since there are various educational theories, I will intentionally select important points for in-class discussion and explanations, hoping to increase learning interest and motivation. • Patrick S.Y. Lau • Associate Professor, Educational Psychology • Vice-Chancellor's Exemplary Teaching Award Winner Relevance to real life

  41. (con’d) Secondly, I will share my teaching experience with my students. Education involves working with people; I wish my students knew how to interact with their pupils. I will integrate my experience with educational theories, allowing my students to know how to apply theories to teaching. Thirdly, I will design activities for my students to learn actively and in a lively way by employing role-play, • Patrick S.Y. Lau • Associate Professor, Educational Psychology • Vice-Chancellor's Exemplary Teaching Award Winner Relevance to real life

  42. (con’d) …inviting them to participate, hoping to make the learning environment as lively as possible, and to have them learn as much as possible. The reasons for using the above methods were because I was deeply affected by human psychology, for it talked about teaching attitudes, that one needed to be ‘affectionate’, knew how to ‘respect’ and to be ‘sincere’ to others. • Patrick S.Y. Lau • Associate Professor, Educational Psychology • Vice-Chancellor's Exemplary Teaching Award Winner Relevance to real life

  43. (con’d) As an educator, I should be understandable, know the needs of my students as well as their feelings; this was what I meant by being affectionate. Even though they are my students, I have to respect them and to sincerely interact with them. I do not mind sharing both my successful and failure experiences with my students for I believe this will enhance their learning. • Patrick S.Y. Lau • Associate Professor, Educational Psychology • Vice-Chancellor's Exemplary Teaching Award Winner Relevance to real life

  44. Avoid excessive detail Get to theessentialsof a message -- avoid the "data dump"

  45. Avoid excessive content • John C.S. Lui • Professor, Computer Science and Engineering • Vice-Chancellor's Exemplary Teaching Award Winner • Pace your teaching so that students can absorb what is being taught • Teach & motivate students to learn at their own pace

  46. Topic 5 – Relevance • How are you going to arouse interest? • How are you going to show your material is relevant?

  47. Activities in lectures

  48. Visual aids

  49. Purpose of visual aids Visual aids are to help the audience understand the key concepts

  50. Advantage of visual aids A picture is worth a thousand words! A good picture is worth much more than a thousand words!

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