Presentation Skills Regina Frey Washington University Teaching Center

3/20/06Washington University Teaching Center “Effective lecturers combine the talents of scholar, writer, producer, comedian, showman, and teacher in ways that contribute to student learning.” (W.J. McKeachie)

3/20/06Washington University Teaching Center Principles of Effective Talks l Communicate your arguments and ideas l Persuade your audience the arguments and ideas are valid l Be interesting and entertaining

3/20/06Washington University Teaching Center Outline l Students l Content and Organization l Delivery and Style l Visual Aids l Questions and Answers

3/20/06Washington University Teaching Center Students l What are the backgrounds of the students l What is the size of class l What is the class’s knowledge of the subject l Why did the students (participants) come (or sign up for the class) l What are the students’ expectations

3/20/06Washington University Teaching Center Organization of Content l Students listen between 25 – 50% of the time l Information must be taken in immediately, no backtracking is possible Short-term memory holds 5-7 points People remember only 10% of what they hear and 50% of what they see l Organize class session to help students to listen and remember

3/20/06Washington University Teaching Center Cone of Learning Reference: Engineering Education: Preparing for the Next Decade. Study by Arizona State University, December Doing the real thing Simulating the Real Experience Doing a Dramatic Presentation Giving a Talk Participating in a Discussion Seeing it Done on Location Watching a Demo Looking at an Exhibit Watching a Movie Looking at Pictures Hearing Words Reading 90% 70% 50% 30% 20% 10% We Tend to Remember Passive Active Our Level of Involvement

3/20/06Washington University Teaching Center Organization-of-content Skills l Teaching has features of a presentation or speech l Have an introduction, body, summary Begin each class with a list objectives or outline End with an interesting problem or question l Have a theme or storyline for course content Give context for the material Make smooth transitions between topics l Student attention span is minutes l Give wait time in class

3/20/06Washington University Teaching Center General Presentation Skills l Use the classroom as a stage (move around) l Think about the size of the classroom l Have a presence; develop a teaching persona l Prepare yourself emotionally for class l Show passion/enthusiasm for the topic l Be able to laugh at yourself l Practice your lecture; practice in the classroom if possible Add “performance notes” to your lecture notes Do not “read” your lecture notes l Be aware of student responses

3/20/06Washington University Teaching Center Speaking Skills l Speak clearly and loudly (use microphone in a large room) l Do not speak too rapidly or too slowly l Do not use filler words (“um”, “you know”) l Vary voice pitch and speed l Use pauses correctly Emphasize important content Allow students to assimilate information or to respond to questions and humor

3/20/06Washington University Teaching Center Nonverbal Skills l Do not let the instructor’s desk or podium form a barrier l Make true eye contact; interact l Use gestures and facial expressions, appropriately l Move with certainty and assuredness (be careful not to seem pompous) l Move in the room appropriately with the structure of the lecture

3/20/06Washington University Teaching Center Board and Visual-aid Skills – Design Hints l Choose color scheme and font for clarity. l Keep the design simple. l Put a title on each visual. l Limit number of ideas on each visual. l Use color for emphasis. l Use illustrations sensibly and tie them closely to the idea presented. l Use horizontal (landscape) shape, not vertical (portrait).

3/20/06Washington University Teaching Center Board and Visual-aid Skills – Text Considerations l Use single words or phrases l Use short quotes, and not long extracts from documents l Use summary lists l Organize the information visually in addition to content

3/20/06Washington University Teaching Center Board and Visual-aid Skills – Presentation Considerations l Before classes start, check out classroom and presentation equipment Book the presentation equipment in advance, if necessary l Check on the placement of the speaker relative to: Class Screen or chalkboard Technology l Use too few visuals rather than too many However, exactly the right number of visuals is the goal!

3/20/06Washington University Teaching Center Board and Visual-aid Skills – Chalkboard l Write legibly and large enough to be seen in the back of the room l Think about the organization of the material on the board Fill one board at a time Do not scrunch in words at the very bottom of the board (or in the margins of the board) Erase a board only when you have run out of room l Underline or mark major assumptions, conclusions, etc. l Use color to clarify points. Check which colors are most visible l Do not erase mistakes on previous boards Cross out and write the correction in That is what the students must do

3/20/06Washington University Teaching Center Question and Answer Session l Prepare for questions Think of questions that could be asked l Listen to the entire question before answering l Pause to allow yourself time to evaluate the question and the person who asked it Pause, even when you know the answer right away l Rephrase the question out loud Ensures that everyone hears the question Ensures that you understand and are answering the question that was asked Gives you additional time to formulate a response

3/20/06Washington University Teaching Center Question and Answer Session l Credit the person for asking the question “That is a good question” “Thank you for asking a question” l Answer the question as honestly and the best that you can Do not fake an answer If you do not know, say so. However get back to them with an answer, if possible l Ask the questioner if you have answered his or her question before moving on

3/20/06Washington University Teaching Center l Good oral communication can be learned. l Practice is essential. l Enjoy yourself!

3/20/06Washington University Teaching Center For more teaching tips, visit our website! Click on Teaching Assistants