1. Giving a short presentation Catriona Bell VTO Workshop: Small Group Teaching Jan 14 th 2009

2. Already discussed this afternoon Providing overview of class What are students expected to learn from it ? (learning objectives) Establishing ground-rules for class Using an icebreaker and name badges Making links to other parts of course explicit to students Recap relevant topics/material that students will have already covered in course

3. Short presentations Why do they matter ? Core activity Teaching Professional career Frequently used teaching method Can be effective Knowledge & Comprehension ‘Setting the scene’ or delivering key info before practical session (NB Average 5% recall from a ‘good’ lecture/presentation) Can also be ‘less than’ effective !

4. Overview of this presentation Aim: To discuss some hints, tips and examples that might be of use when giving short presentations Will be referring to handouts Planning your session Starting off your presentation Clarity and generating interest Presentation formats Questions Summary

5. Planning your session - Ideas Blank labels for students (and you) to make name badges ? Visual aids (where possible/practical) Different learning styles amongst students (VAK) White board / flip chart and pens Relevant posters, models, educational aids Session Plan and student worksheet ? Relevant textbook(s) Quiz questions for end of session ? Check presentation in allocated teaching room in advance

6. Starting off your presentation Introducing yourself Name and background Why are you giving this presentation ? Make links to previous knowledge/skills Activate prior knowledge Make relevance explicit Including an overview slide ? Helps to set up ‘mental folders’ for information State main focus and structure of presentation

7. Starting off your session The ‘hook’ Establish this right at start of session Why is it important that students.. Understand this concept Become competent at this practical skill Can formulate a problem list for this animal Can outline an approach to solving this clinical problem Relevance to students once they are qualified vets e.g. How will they use this knowledge/skill in their everyday work ? Will help to generate interest and motivation amongst students

8. Starting of your session Issues to consider Different student backgrounds and levels of experience Can try to identify at start of session with “show of hands” Worth recapping previous key concepts/issues at start of class (2-3 mins) Student’s motivation Intense, content-heavy course Students often driven by assessment Know whether they’ll be assessed on content of your class Know how and when they’ll be assessed on content of your class Make this explicit to them

9. Clarity of presentation Starting off Structure of explanation Links to students’ previous knowledge/skills Stating focus Using aids where possible Main part of presentation Using frames and links Signposting Highlighting foci Summarising at each step Concluding Repeating key points Linking back to intended goal that was stated at outset Connecting to past and next relevant work

10. Generating motivation and interest STARTING OFF WAIT FOR EVERYONE’S ATTENTION LOOKING AT THE STUDENTS SHOWING ENTHUSIASM FOR THE SUBJECT INDICATING THE RELEVANCE OF THE THEME Main part of presentation Using non verbal communication (e.g. gestures, eye contact, moving around) Varying your expression (e.g. varying speed of delivery; inserting pauses, humour/examples) Using variety of styles (e.g. narrative, anecdotal, conceptual) Using variety prepared aids where possible and/or interact withthe subject of discussion) Concluding Less is more (rule of thumb: maximum 1 slide per minute) Average concentration span = 30-50 mins Reaching your conclusion in good time Explaining clearly how students expected to use consolidate and build on your material

11. Questions Think question through clearly in head before asking it Have useful starting phrases ‘lined up’ Talk us through… Can you explain … Can you show us … How does this differ from … Count to five (one thousand, two thousand …) before expecting an answer If no-one volunteers an answer, could consider Rephrasing your question Targetting an individual student to answer it Asking all students to write down their answer Asking all students to discuss question in pairs for 1 min then re-open for group discussion

12. What is the purpose of a ‘hook’ in a presentation a) To set the scene for the presentation b) To make the relevance of the topic explicit to students c) To link the current topic to others in the curriculum d) To set the ground rules for the session

13. Which format of Powerpoint slide is most effective from the choices below ? a b c d

14. Summary Aim: To discuss some hints, tips and examples that might be of use when giving short presentations Planning your session Starting off your presentation Clarity and generating interest Presentation formats Questions