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THIS SESSION IS FULL !!! PLEASE MOVE TO THE CENTER OF YOUR ROW PLEASE DO NOT LEAVE ANY EMPTY SEATS BETWEEN YOU AND YOUR NEIGHBOR . PLEASE COMPLETE THE PRE-SURVEY (The green form) Keep the pencil for the remainder of the day!. Vic Lechtenberg. Acting Executive Vice President for

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This session is full please move to the center of your row

THIS SESSION IS FULL!!!

PLEASE MOVE TO THE CENTER OF YOUR ROW

PLEASE DO NOT LEAVE ANY EMPTY SEATS BETWEEN YOU AND YOUR NEIGHBOR


This session is full please move to the center of your row

PLEASE COMPLETE THE PRE-SURVEY

(The green form)

Keep the pencil for the remainder

of the day!


Vic lechtenberg

Vic Lechtenberg

Acting Executive Vice President for

Academic Affairs and Provost


David nelson

David Nelson

Associate Director,

Center for Instructional Excellence


Chantal levesque bristol

Chantal Levesque-Bristol

Director, Center for Instructional Excellence

&

Professor, Educational Studies


Presentation techniques

Presentation Techniques

Dr. Pete Bill

Director of Veterinary Technology

College of Veterinary Medicine



This session is full please move to the center of your row

Before you give your presentation

Set CLEAR goals (objectives) for what you want to accomplish

Give an overview at the beginning of your presentation

Keep your presentation focused on these goals

These goals constitute your summary points also!


Before you give your presentation

Before you give your presentation

Organize your lecture

Using an outline helps

Go from simple to complex

Move from concrete to abstract

If you have tangents, always bring it back to your main points



During your presentation

During your presentation

Utilize “Attention” techniques initially

Pose a question

Do a demonstration

Raise a moral or ethical concern

Describe a situation or scenario


During your presentation1

During your presentation

Intersperse “Attention” techniques during presentation

Change pace or inflection

Use the well-placed pause

Switch modes of presentation (e.g., 2 minute buzz session)


Use of humor

Use of Humor

Thin line between being “humorous” and being offensive, sarcastic, condescending, or politically incorrect.

Don’t use politics, religion, ethical issues as topics for humor.

It’s safe to use yourself as a foil

Self-deprecating humor is okay as long as you don’t appear to be wanting pity

Don’t wait for laughter to your humor … keep right on going!


Other tips

Other Tips

Get out from behind the lectern

Get familiar with the microphone

Change direction of your voice (increases attentiveness)

Use hand motions to punctuate key points, but don’t wave, gesture randomly

Make eye contact with the audience

Smile, be sincere, be enthusiastic – but don’t be phony



Rules to remember
Rules to remember

  • Media doesn’t teach, you do

  • Media should not distract attention from where you want the students to focus

  • Select a medium with which you are comfortable (chalk board is okay!)

  • When in doubt, keep it simple so your message is not lost


Fonts
Fonts

  • No more than 2 font styles per presentation please!

  • Avoid “wild and crazy” fonts (same for bullets)

Times New Roman

Arial Narrow Font

Arial Font

Arial Font Bold


This session is full please move to the center of your row

16 pt. lowercase

18 pt. lowercase

20 pt. lowercase

22 pt. lowercase

24 pt. lowercase

28 pt. lowercase

32 pt. lowercase

36 pt. lowercase

40 pt. lowercase

44 pt. lowercase

Fonts Size

Body of text

Titles


Font color background color
Font Color & Background Color

Provide appropriate contrast between font and background using color and brightness


Background patterns
Background Patterns

Avoid patterns!

Changes in background color or white/dark background can cause loss of contrast!


This session is full please move to the center of your row

Background Patterns

Avoid patterns!

Changes in background color or white/dark background can cause loss of contrast!


This session is full please move to the center of your row

Background Patterns

Avoid patterns!

Changes in background color or white/dark background can cause loss of contrast!


Use of pictures
Use of Pictures

  • Make sure the picture is relevant to your presentation

  • Realize the “cute” or “humorous” pictures will shift the attention of your audience


Use of pictures1
Use of Pictures

  • Make sure the picture is relevant to your presentation

  • Realize the “cute” or “humorous” pictures will shift the attention of your audience

  • Detailed photograph or image versus simple diagram


This session is full please move to the center of your row

Expert

Novice


Animations slide transitions sounds

Often used because they are “fun”

Too often are distracting

Repeated use becomes annoying

First time hear sound = “interesting”

Second time hear it = “okay”

Third time = “really annoying”

Animations, Slide Transitions, Sounds


Animations can be effective in helping pace the audience

Animations can be effective in helping “pace” the audience

  • Point #1

  • Point #2

  • Point #3


Use a wireless mouse
Use a Wireless mouse

Logitech “Presenter”


This session is full please move to the center of your row

white screen

W

B

  • black screen


Remember

Remember

No one knows what you are intending to do or say … so you have freedom to improvise

Or, if you screw up and leave something out, no one is going to know

EVERYONE gets nervous before speaking … EVERYONE!! It’s normal!

Good preparation decreases anxiety.


David nelson1

David Nelson

Associate Director,

Center for Instructional Excellence

Creating an Optimal Learning Environment


Creating an optimal learning environment
CREATING AN OPTIMAL LEARNING ENVIRONMENT

TO DO IT, YOU HAVE TO:

know the mandates

use the guidelines

34


Specified mandates
SPECIFIED MANDATES

DISABILITIES

HARRASSMENT / DISCRIMINATION

PRIVACY

CREATING AN OPTIMAL LEARNING ENVIRONMENT

35


Disabilities
DISABILITIES

Mandate: Section 504, Rehabilitation Act of 1973; & Title II of the Americans with Disabilities Act, 1990:

Prohibits discrimination based on disabilities, i.e., denial of academic adjustments….

CREATING AN OPTIMAL LEARNING ENVIRONMENT

36


Disabilities1
DISABILITIES

Public entity shall make reasonable modifications.…. unlessit can demonstrate that the modifications wouldfundamentally alter the nature of the service, program or activity.

CREATING AN OPTIMAL LEARNING ENVIRONMENT

37


Disabilities2
DISABILITIES

Guidelines

Making reasonable accommodations does not mean giving unfair advantage to some

Treating all students the same is not necessarily treating them fairly

Fair means leveling the playing field, so that students have an equal opportunity to learn.

CREATING AN OPTIMAL LEARNING ENVIRONMENT

38


Campus connections
CAMPUS CONNECTIONS

Center for Instructional Excellence Website: http://www.purdue.edu/cie

Office of Dean of Students [Disability Resource Center] Website: http://www.purdue.edu/ODOS

CREATING AN OPTIMAL LEARNING ENVIRONMENT

39


Discrimination
DISCRIMINATION

Mandates: Title VI: Civil Rights Act of 1964

Title IX: Education Amendments of 1972

Prohibit discrimination based on sex, race, color, national origin, sexual orientation, marital status, age, parenting status, pregnancy, campus team membership, etc.

CREATING AN OPTIMAL LEARNING ENVIRONMENT

40


Discrimination1
DISCRIMINATION

Guidelines

Don’t create or condone a sexually, racially, etc. hostile environment

Remember that harassment is a form of discrimination

CREATING AN OPTIMAL LEARNING ENVIRONMENT

41


Discrimination2
DISCRIMINATION

Be knowledgeable with examples:

[unwanted] Sexual, etc., gestures, touches and advances

Racial, etc., stories and ‘dirty’ jokes

Sexually, racially, etc., explicit drawings, posters, written materials

Allowing age, sexuality, etc., explicit classroom comments

CREATING AN OPTIMAL LEARNING ENVIRONMENT

42


Discrimination prevention
DISCRIMINATIONPREVENTION

Know what it is

Ask respected colleagues when unsure

Don’t do it

Don’t allow it

Take action against it once it occurs

CREATING AN OPTIMAL LEARNING ENVIRONMENT

43


Right to privacy
RIGHT TO PRIVACY

Mandate: Family Educational Rights and Privacy Act (FERPA) of 1974:

Protects the privacy of student education records

It is the right of students to have restricted, the disclosure of personally identifiable educational records

CREATING AN OPTIMAL LEARNING ENVIRONMENT

44


Right to privacy1
RIGHT TO PRIVACY

Guidelines

Do not use student names, e-mail addresses, or SSNs when posting grades

Do not transmit confidential information over email

Do not draw attention to individual grades

CREATING AN OPTIMAL LEARNING ENVIRONMENT

45


Mandates summarized
MANDATES SUMMARIZED

DISABILITIES

HARRASSMENT / DISCRIMINATION

PRIVACY

CREATING AN OPTIMAL LEARNING ENVIRONMENT

46