The packaging, the contents, and the manner in which the

gift is presented determine its value to the receiver.

Thoughtful gifts focus on the receiver’s needs and desires.

They are not hastily pulled off the shelf, gift-wrapped by an

impersonal salesclerk, and thrust into the hands of a

startled recipient. Rather, they are thoughtfully selected,

carefully wrapped, and presented with just the right amount

of surprise - and timing.

Supported by the National Science Foundation under Grant No. EHR-0315060

Learning Community Forum

The Four Hats of Leadership

Focus on Presentation

Think about the last time you presented to a group.

How do you think it went?

Goals

• Four goals for Teacher Leaders this year:– Personal Growth– Teacher Leadership– Dissemination and Sustainability– Resource Utilization

Goal 2Teacher Leadership

• Teacher Leaders will become consciously competent, flexible and confident in 4 aspects of leadership (facilitating, presenting, coaching, and consulting) and apply their learning to building and district level meetings as outlined in their district action plans.

Framework for this year’s Learning Community Forums

• “Four Hats of Leadership” – From The Adaptive School (pp. 27 and 28)

• Facilitating• Presenting• Coaching• Consulting

– Today…..Presenting!

Presenting

• Who is Your Audience?

• Who are You?

Presenting

• Presentation Design

• “All presentations are made twice- once in the presenter’s mind, during the design stage, and second during the actual presentation.”

• “85 percent of the quality of the second presentation is a product of the first.”

How to Make Presentations that Teach and TransformGarmston and Wellman, 1992

Presenting

• Elements of Quality Presentations

• Room layout

• Quality PowerPoints

• Maintaining Confidence

ADULT and K-12 STUDENT LEARNERS

• How are they similar?

• How are they different?

• Take 3 minutes to jot down your ideas.

ADULT LEARNERS

• Need Intrinsic Motivation

• Want Material that is Relevant

• Want Material that is Practical and Problem-Centered

• Need to Promote Self Esteem/Avoid Unnecessary Risk

• Integrate New Experiences with Past Experiences

• Want Choices

• Have Control over the Learning Environment

• Have Different Learning Styles

STUDENT LEARNERS

• Frequently Need Extrinsic Motivation

• Enjoy Material that is Problem-Centered or Project-Based

• Need to Promote Self Esteem but Take Risks

• Integrate New Ideas with Existing Knowledge

• Want Choices

• Have Different Learning Styles

WHO IS YOUR AUDIENCE?

PROFESSORS

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North

Want to remember, perform and master

Give them:• Facts• Examples• Practice• Bibliography

FRIENDS

Want personal involvement

Give them:• Personal stories• Emotional hooks• Time for sharing• Hands-on and group

activities

INVENTORS

Want to create, modify and adapt

Give them:• Opportunities for

creativity• Time for exploration• Help them make new

connections

SCIENTISTS

Want to understand and reason

Give them:• Content• Opportunities to

examine• Time to process• Time to inquire and

make judgments

Strategies to Reach all Audiences

• Post an agenda• Organizers• Foreshadow• Summarize• Make Learning Active• Use Stories• Inventories• Bibliography

Scientists

InventorsFriends

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North

Professors

REFLECTION

• Think about the three or four priority strategies you desire as an audience member.

• As a presenter remember to include other strategies for audience members whose priorities differ from yours.

Who are You?

Who do you want to be with this particular audience?

Goal = reduce the psychological distance between you and your audience.

About what do you care?

Learning communities of teachers working together as professionals to improve student learning.

Classrooms as learning communities in which students are interactive learners invested in each other’s success.

Long nights swilling copious amounts of beer, eating pizza, and laying on the couch.

Five Stances from which presenters might choose to

speak.

- From Speak Like a Pro by Margaret Bedrosian

Boss

Expert

Colleague

Sister/Brother

Novice

http://twoday.net/static/iceblog/images/brainstorming.jpg

Illustrating the importance of careful thinking and planning.

http://twoda.net/static/iceblog/images/brainstorming.jpg

Think time:

1. Spend a few minutes looking over your DAP or the provided NCOSP TL tools list.

2. Identify a topic that you might give a presentation on.

3. Given this idea for a presentation answer the reflective questions provided in the handout packet.

How to Make Presentations that Teach and TransformGarmston and Wellman, 1992

“All presentations are made twice-first, in the presenter’s mind, during the design stage, and second, during the actual presentation.”

“85 percent of the quality of the second presentation is a product of the first.”

How big a bucket do I use?

http://www.plasticrecyclers.co.nz/images/buckets.jpg

Susan Bailey, Bailey and Associates

Susan Bailey, Bailey and Associates

Awareness X X X X

Knowledge Acquisition

X X X X

Skills Acquisition

XXXX XXXX XXXX

Attitude Development

XXXXXXXXXXXXXX

Application XXXXXXXXXXX

Figure 1.4 Content/Process Ratios and Timing

Content Process XXX

Types of Presentation Outcome

http://twoday.net/static/iceblog/images/brainstorming.jpg

Take a new look at your topic and decide which ratio(s) of content to process most appropriately fit your presentation

http://www.workingpsychology.com/old_images/pop_quiz.gif

Question One35 points

Who at your table can name all of the audience types?

Audience

Scientists, Professors, Friends, and Inventors

Question Two50 points

Without cheating, name the most stances.

Self

Boss,

Expert, Colleague,

Sister/Brother

Novice,

20 Minutes

http://www.incredibleinedibles.shoppingcartsplus.com/i/VC126741l.jpg

The Old Fashioned Way

Your task:

Respond to the following prompts on your worksheet.

What is the main topic or topics of your presentation?

Generate a list of nuggets (essential elements) you feel should be included…..these can be content, activities, assessments, or resources.

If appropriate, organize your nuggets into topic areas.

What To Do With Your Nuggets

How much information should I present?

http://www.julieleung.com/archives/berrygirls.jpg

20 Minutes

Your next task:

On the second worksheet….

Organize your nuggets into content and interactions. Elaboration is encouraged.

Clarify your outcomes for each portion of your presentation. Record what evidence you will look for with each outcome.

5 Stages in Delivering a Presentation

Preparation Opening

Body

Closing Post-closing

Room Arrangement

Theater

Classroom

or

Chevron

Herringbone

Round

U-Shape

Circled Chairs

Which room arrangement would work for the presentation you

have worked on today? How will that arrangement help you reach

your desired outcomes for each person in the audience?

Reflection

Design

Making Good PowerPoint Presentations

Avoid bullet point lists….

Bring points in one at a time using animation or multiple slides. Use color.

1. Important Point One

2. Important Point Two

3. Important Point Three

To present lists effectively:

Use visuals.

Use verbal.

Use pictures where you can.

Fractal

A self-similar structure whose geometrical and topographical features are recapitulated in miniature on finer and finer scales.

www.esse.ou.edu/glossary_st.html

Keep the word count down.

Try to use only one concept per slide.

Science Across

the Curriculumthrough…

NOTEBOOKSThis presentation, created by Peggy Harris Willcuts, shares information about notebook strategies and lessons learned from school districts including Seattle, El Centro, Gilbert, Pasadena, and those in the WA ST LASER ALLIANCES .

Emulate best practice.

•Audience size•Audience importance•Familiarity with audience•Difficulty of the subject•Vulnerability of public persona•Experience

Factors in presentation nervousness

Physical Techniques

Mental Techniques

Closing

We would like to acknowledge your expertise as presenters and leaders.

Our intention today has been to bring your competence as presenters from the unconscious to the conscious level.

Do you have any questions?

Work Time!

• Continue planning

your presentation.• Continue refining your

DAPs and DAP reporting.• Work in district groups on actions within existing plans.

• Peruse The Adaptive School for additional information on persuasive presentations.