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Presenting on Presenting

Presenting on Presenting. OPRN 2019 Annual Conference A.P. Klosky Assistant director of Prospect Research, Wittenberg University. Why am *I* here?. Information unshared is dead If we don’t share what we know, it’s useless PD is meant to be shared

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Presenting on Presenting

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  1. Presenting on Presenting OPRN 2019 Annual Conference A.P. Klosky Assistant director of Prospect Research, Wittenberg University

  2. Why am *I* here? • Information unshared is dead • If we don’t share what we know, it’s useless • PD is meant to be shared • What you learn has to be retaught for it to have any value • It’s not enough to send an email • Education comes through repetition • Metacognitive Processing • Thinking about how we think and make decisions

  3. That’s nice, but why are you here? • Teacher with 10 years of classroom experience • M.A.T., Earlham College • Former Speech/Debate coach • And competitor, for that matter • Longtime tabletop game designer, writer, and editor • Hundreds of hours of demo games per year • Panel discussions, podcasts, and more

  4. So, how is this going to be useful? • On-boarding new staff members • Training others in new software/utilities • Refresher courses for continued learning • Presenting PD materials to colleagues • Presenting at conferences like this one!

  5. What’s on the Docket? • Stage Fright and Anxiety • Assembling a worthwhile visual presentation • Educational Theory • Scaffolding/ZPD • Multiple Intelligences • How to present ideas to your co-workers • On the Day Of…

  6. Stage Fright? • “Glossophobia” • 25.3% of Americans • Chapman University Survey on American Fears (2014) • Scarier than Ghosts, Clowns, Zombies, Flying, Heights, Blood/Needles, Bugs, Snakes, and more. • But…why? • Evolution of fight/flight mechanism? • Glenn Croston—The Real Story of Risk • Ability to recognize angry facial tics? • 2009 study in Psychophysiology • Dr. Matthias Weiser, Univ. of Wurzburg

  7. Coming to terms with the crowd… • Change your mindset • Excited, rather than intimidated • Rehearse…the first five minutes • The act of getting into a ‘flow’ • Remember: You’re the expert • You’re the one teaching, you’re the one who knows this material best. • Worse comes to Worse? • Think of the worst possible result • “It could be worse. There could be zombies.” • One. Deep. Breath. • Regulate breathing as anxiety-release technique

  8. More Stage Fright Techniques • Bodily relaxation: • Stretch out • Chew gum (eases tension in the jaw!) • Vocal exercises • 15 minute meditation • Take a moment to laugh! • Endorphin release combats natural ‘fight or flight’ mechanism • Humanize the audience • Talk to someone up front; make things personal • Put on ‘the Mask’. • That veneer that precedes a ‘difficult conversation’

  9. Visuals for your Presentation • Par for the course…but should it be? • Need for some form of structure • Need for some type of visualization • Are there better alternatives? • Can you ever be ‘good’ at using PowerPoint? • Delivery > Product • Your audience will only learn if you are engaging

  10. The Worst Parts of a Conference

  11. The Worst Parts…

  12. The Worst Parts…

  13. The Worst Parts…

  14. How do we avoid this? • Balance of Text and Imagery • Overall size of images and text should be similar • Slides are an Outline, not a Text • DO NOT READ FROM YOUR SLIDES • Don’t expect your audience to read it all, either • You are the presenter, not the screen • Animate yourself, so you don’t have to animate the slides

  15. A Question of Education • RandstandWorkmonitor Survey (Q3 2017) • Over 1/3 of American workers report that they’ve done nothing to develop new skills… • 2/3 say they need additional training to stay up to date • Statistically demonstrated: additional staff training increases ROI. • Increase of $37k per training benchmark achieved.

  16. Lev Vygotsky • Soviet Psychologist (1896-1934) • Major thinker in educational psychology • Theory of Cognitive Development • “Zone of Proximal Development” • Scaffolding (also: Snowballing), coined by Jerome Bruner • Use what someone already knows to address what they don’t

  17. Where do we begin? • Set aside TIME. • Yearly retreat isn’t enough. • Monthly, if you can do it. • Repetition is a necessity. • Creating “schema” • How do we learn elementary math? • Neurons work as groups; • “Spacing effect” from Pimsleur’s graduated-interval recall theory • 5 sec, 25 sec, 2 min, 10 min, 1 hr, 5 hr, 1 day, 5 days, 25 days, 4 months, 2 years

  18. Building a Scaffold • Model the task, and narrate what you’re doing • Pair up teams • Someone who’s got it with someone who doesn’t • Ask leading questions • The “Star Trek” analogy • “Oh, it’s just like a…” • Back off, then follow up

  19. Not all learners are created equal • Gardner’s Multiple Intelligences theory • People learn *differently*. • Find ways to address various modes of intelligence. • We all have all 8 intelligences. • Trends in Modal/Multiple Intelligences • MGOs/DOs—likely more “people smart” • Analysts/Researchers—likely more “logic smart” or “word smart” • Find a place to meet in the middle.

  20. Putting it into Practice • Treat your comrades as professionals • Their extant experience provides your foundation for teaching them • Lecture is not enough • Demonstrate new tasks • Ask direct, leading questions to keep others engaged • Have comrades walk you through the task, as you execute • Deliver with authority and enthusiasm • Everyone wants better ways of working; no one wants to change

  21. Putting it into Practice • What helps you, helps them • Cheat sheets/step-by-step instructions • Something they can keep by their desk • Follow-Up! • Repetition as core method for both education and actual use • Listen Carefully • Find out what they know/think they know and what they struggle with

  22. The Day Of… • Prepare to the best of your ability • Tech / Materials / Mindset • Be Human • These are your co-workers, not critics • Have a conversation! • Ask questions, Answer questions • Repetition builds those neural bindings • Use call-and-response to reinforce major points • Take them where they’re at, not where you want them to be

  23. Question Time! • What do you want to know? • Where have you succeeded/struggled? • What could you use to make your efforts more successful? • Relevant articles: • “Moving Beyond Your Comfort Zone: Sharing Knowledge” by Kelly Labrecque • Helen Brown Group blog, 5/2/19 • “Steps to Good Professional Development” • MountVernon.org/education/pd-prep/steps-to-good-professional-development/

  24. Contact me! • A.P. Klosky • Asst. Director, Prospect Research • Email: kloskya@wittenberg.edu • Office Phone: 937-327-7406

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