Preparation and Delivery of Effective Presentations

Preparation and Delivery of Effective Presentations

Identify characteristics of effective lectures

Plan lecture features that will contribute to the learning process» Attention and motivation» Structure» Density» Delivery

Preparation and Delivery of Effective Presentations

The most effective lectures ...

Attention

If they aren’t paying attention, they won’t learn.» Average total attention span» 10 seconds» Average attention span» 10 minutes

How do you capture attention?

Attention Retention

First 25 minutes

Next 15 minutes

Final 15 minutes

Average for Total

Immediate Recall

44% 25% 48% 41%

Recall at 1 week

14% 17% 20% 17%

McLeish, 1968

Plan with the learners in mind.

Purpose

Listeners Interests Prior experience

Key points

Create a need to know with the introduction.

clinical case puzzle or problem question to be answered

» jeopardy survey of experience or understanding visual stimulus

» Video clip» Computer-simulation

Structure

New knowledge is built on prior knowledge. Link to prior learning.

Meaningful links are essential for understanding. Provide a road map.» Prior experience» Relationship to other ideas» Interests» Rationale

Select an organizing principle.

Classical explanation» Sequential» Topical

Problem-centered Persuasive Inquiry-based (from unknown to known) IMRD

Mark key points.

Reiteration Visual reminders in the slides Verbal markers Use of 15 minute blocks

» Statement of main point» Elaborated explanation» Vivid example» Summary

Organized handouts.

Summarize during and at the end.

Reiterate main points Ask for learners to construct their

summaries Point toward next direction

Density

Overloading interferes with learning.

GOAL: 50% of the presentation to contain new information» 100 words / minute» 4 sentences / minute

Comparison of sequences shows some positions where all three proteins have the same residue, but at most positions the three sequences are different. These proteins have descended from a common ancestor protein and the residues that control the folding of the chain and the shape of the heme pocket have been conserved. Other residues have been substituted conservatively so as not to alter the tertiary structure -- e.g. a surface serine or glutamic acid for threonine, or an internal leucine for valine. In hemoglobin some surface residues are less polar (more hydrophobic) than the equivalent sites in myoglobin; their R-groups are involved in subunit-subunit interactions the hemoglobin tetramer. Favorable geometry plus the chance to exclude water from a hydrophobic surface drive the subunits toward association in a structurally specific manner.

Leave things out.

“ Undoubtedly the student tries to learn too much, and we the teachers try to teach him too much -- neither, perhaps with great success.”

Osler, 1899

Delivery

The medium is part of the message. » Gesture» Movement» Eye contact» Tone» Rate and volume» Enunciation» Interaction

Make visuals that emphasize and illustrate

key points.

1 slide / minute 1 main idea 7 words / line 7 lines / slide upper and lower

case 24 - 32 type font

Common Traps

Talking too long Creating information overload Failing to establish a common

ground Distracting your audience Failing to connect with individuals

Common Traps

Using humor that bombs Failing to highlight key points Asking unclear questions Upsetting, intimidating or belittling

members of the audience

Critical Features for Learning

ATTENTION: If they are not paying attention, they cannot learn.

STRUCTURE: New knowledge is built on prior experience and requires a meaningful organization.

DENSITY: Too much information interferes with learning so leave things out.

DELIVERY: The medium is part of the message.