1. Title Page Developed by the 2010 ABE Summer Institute Program Planning Committee Based on the Presenter Handbook developed by the 2008 ABE Summer Institute Program Planning Committee ABE Presenter Handbook Tutorial

2. This is Dawn. She’s preparing for a workshop for Summer Institute. Introducing Dawn

3. What should she do first? Review her workshop objectives Procrastinate until the week before the workshop Write a detailed script of what she plans to say What should she do first?

4. Plan objectives Great idea! Dawn reviews her objectives so that she can decide what kinds of information and skills she wants participants to leave with. Participants will be able to… -explain 5 best practices for working with literacy level adult learners -assign meaningful and achievable writing tasks

5. Procrastinate Hmm… Procrastination does sound appealing right now, but in the long run it’ll make Dawn feel stressed and unprepared. Perhaps she’ll take a look at her objectives instead.

6. Write a Script Writing a script may help Dawn feel more prepared, but she doesn’t use a script when she is teaching, so she decides to take a look at her objectives instead.

7. Which Activity? Dawn’s objectives inspire some activity ideas. Which of these activities should she include in her workshop? Dawn explains ten activity ideas for low level reading and writing. Participants attempt to read some mirror writing to experience being low level readers. Dawn discusses four theories about how adults learn to read.

8. Explain 10 Ideas Participants do want to walk away from the session with something they can use (materials, new ideas, etc.) in their program/classroom the next day. However, listening to Dawn explain activity after activity could get tedious and the participants are likely to find it difficult to stay focused while sitting passively for an hour and a half. She could have participants try some of the activities instead. Try again.

9. Reading Activity Great choice! This interactive activity will stimulate interest, arouse curiosity, and promote understanding and retention. Dawn can use the exercise as a spring board to share strategies for teaching low level readers.

10. Four Theories Discussing theory legitimizes what you are presenting, but be cautious of focusing too much on theory. People generally want to walk away from the session with something they can use (materials, new ideas, etc.) in their program/classroom the next day. Dawn could briefly introduce some theory and then have participants discuss ways to apply it. Try again.

11. What’s Next to Prepare? What should Dawn do next to prepare for her workshop?

12. Be Prepared Be Prepared ! Dawn’s To Do List Create an agenda for the session and plan how much time to spend on each section Decide ahead of time which sections or activities to leave out if time gets tight Practice delivering the workshop Have a contingency plan in case the technology doesn’t work

13. Power Point Choices Dawn plans to use PowerPoint during her presentation. She recalls other slide shows she has seen in the past and thinks about her reactions to them. The distracting slide show The crowded slide show The helpful slide show

14. Tools: When you say that I hear “…”When you say that I hear “…” Listen and repeatListen and repeat Tape recordersTape recorders You can say that when you say “…”You can say that when you say “…” Familiar symbolsFamiliar symbols HomeworkHomework JournalsJournals The Distracting Slide Back to slide choices Move on

15. Vowels and Stress Front vs. Back Vowels Move the tongue back and forth High vs. Low Vowels Move the tongue up and down Tense vs. Lax Vowels The tongue is tense or relaxed Rounding The lips form a circle For vowels before the /r/ sound, the lips are pursed The Crowded Slide Why teach stress? More important than individual sounds Every word has a stressed syllable What is it? Stress in English = the vowel is longer louder When do you teach it? Whenever you work on pronunciation Back to slide choices Move on

16. Your Turn Work with a partner Watch the video How would you do a short pronunciation lesson with this student? The Helpful slide Back to slide choices Move on

17. What are your transferable skills? Dawn is a teacher, so even though she hasn’t presented at a conference before, she has a lot of skills that she can use to be an effective facilitator and to make the session engaging.

18. List of transferable skills Transferable Skills time management/pacing handling questions knowing what to do when there are monopolizers or derailers monopolizers or derailers remembering that there are a variety of learning styles learning styles balancing presentation of content with audience participationbalancing managing pair and group activities Here are the transferable skills that Dawn thought of. Click on one to learn more.

19. Time management Back to the list Move on Time Management If you lose track of time easily—enlist someone in the audience to help you keep track. Don’t start and rush through an activity in the last few minutes. What the audience doesn’t know about, they will not miss.

20. Handling questions Back to the list Move on Handling Questions Plan question time into your agenda -allot time at the end of the session -create a parking lot for questions by recording questions and answer them later -take questions throughout, but only take a set number at a time

21. Monopolizers and derailers Back to the list Move on -tell participants that you need to move on; you’d be happy to talk after the session -”Let’s hear from someone on this side of the room.” -stand close to sideline talkers Monopolizers and Derailers

22. Learning styles Back to the list Move on Learning Styles -use individual assessment tools to promote reflections -use games and group activities to promote teamwork and enthusiasm -use discussion to engage your audience

23. Balance presentation and participation Back to the list Move on Balance Presentation and Participation -use a variety of training methods to promote understanding and retention -use games and group activities to promote teamwork and enthusiasm -use discussion to engage your audience

24. Managing pairs/groups Back to the list Move on Managing Pairs and Group Work -give pairs and groups a clear task -as soon as half the participants seem to be winding down, start drawing the activity to a close -give a two minute warning

25. Multiple Presenters Dawn’s coworkers Steve and Charlene are presenting a session together. When would be a good time for them to decide who does what on their agenda? They’ll have time to go over this right before their session starts. When they’re writing their agenda.

26. They’ll have time They probably won’t have time. They will be busy checking the layout of the room, setting up technology and reviewing their notes—this doesn’t leave time for deciding who does what.

27. While they write the agenda Deciding who does what while they write the agenda is a great idea. Then they will know who is responsible for filling in the details for each section of the presentation.

28. Handouts

29. Advice about Handouts Hi Steve. I was wondering if you could look at this handout for me. Does it make sense? Sure—could you take a look at mine too? Last time I ran out of copies, so I plan to make lots of extras this time. It is a good idea to ask someone to check your handouts to make sure that they are clear. Also, be prepared with plenty of copies.

30. The big day has finally arrived. How should Dawn begin her workshop? Do a quick survey of participants to see what roles they have. (Who is an instructor? A manger?) Ask everyone to introduce themselves to the group to get to know the participants. Getting Started Clarify the objectives of the session and who the intended audience is.

31. Brief Survey Who here is an instructor? A manger? A volunteer coordinator? Quickly surveying the audience is a great way to find out more about the participants while leaving plenty of time to focus on the session’s topic. Back to choices Move on

32. Large group introductions Doing large group introductions is not the best use of time. It is better to have participants briefly introduce themselves to their neighbors and to leave more time to focus on the workshop topic. Move on Back to choices

33. Clarify Objectives Workshop Objectives Clarifying the intended audience and the session objectives is a great way to introduce the topic and help participants have clear expectations about what they’ll learn (and what they won’t learn). Move on Back to choices

34. What does research show the best way to diagnose learning disabilities is in adult language learners? Steve doesn’t know the answer. How should he respond? Make a guess. Admit that he doesn’t know the answer. Ask the group to see if a participant knows the answer.

35. Make a Guess If Steve guesses he may give incorrect information. Try again.

36. Admit he doesn’t know Honesty is the best policy. Steve may feel a little embarrassed, but it is better to be honest than to give out incorrect information. Move on Back to choices

37. Ask the group Asking the group is a good idea. One of the participants may know the answer. Move on Back to choices

38. Wrapping Up Get out your PEP Be sure to end on time. Participants will want to get to the next session and the next presenter will want to set up the room. To wrap up this session today take the last five minutes and fill our your Personal Education Plan.

39. Advice about Handouts Congratulations! You’ve reached the end of this tutorial. Good luck!