Mennin Consulting, 2006 Large Group Presentations.

Mennin Consulting, 2006

Large Group PresentationsLarge Group Presentations


What are some Memorable What are some Memorable Characteristics of a Teacher from Characteristics of a Teacher from

Your Past?Your Past?


Problem: no one teaches us how Problem: no one teaches us how to teachto teach


Tacn TeachTacn Teach

‘‘sign’ sign’ Effect on learnerEffect on learner To disturbTo disturb ““Any difference that makes a difference”Any difference that makes a difference” ‘‘Educare’ – to draw outEducare’ – to draw out

• Gregory BatesonGregory Bateson


“…“…formal education has to do with formal education has to do with one group’s desired – conscious or one group’s desired – conscious or unconscious – to have another group unconscious – to have another group seesee things in the same way.” things in the same way.”

Davis, Sumara, Luce-Kapler, 2000Davis, Sumara, Luce-Kapler, 2000


Which one of the following best describes Which one of the following best describes your preparation for teaching?your preparation for teaching?

A.A. NoneNone

B.B. My own experience as a studentMy own experience as a student

C.C. Trial and errorTrial and error

D.D. Help from experienced colleagueHelp from experienced colleague

E.E. Read about teachingRead about teaching

F.F. Took some workshopsTook some workshops

G.G. Formal class or trainingFormal class or training

Which of the following best describes your Which of the following best describes your preparation for teaching? You may choose preparation for teaching? You may choose

more than one answermore than one answer

A.A. NoneNone

B.B. My own experience as a studentMy own experience as a student

C.C. Trial and errorTrial and error

D.D. Help from experienced colleagueHelp from experienced colleague

E.E. Read about teachingRead about teaching

F.F. Took some workshopsTook some workshops

G.G. Formal class or trainingFormal class or training


ObjectivesObjectives

Write effective instructional ObjectivesWrite effective instructional Objectives Describe Set, Body, ClosureDescribe Set, Body, Closure Discuss ways to use questioningDiscuss ways to use questioning Assess a presentationAssess a presentation Describe a Micro Teach Describe a Micro Teach

““At the end of this presentation you will be able to ---”At the end of this presentation you will be able to ---”


The PlanThe Plan Instructional ObjectivesInstructional Objectives Set, Body, ClosureSet, Body, Closure QuestioningQuestioning AssessmentAssessment Micro TeachMicro Teach


A Teacher Can ---A Teacher Can ---

Facilitate changeFacilitate change

– Provide a directionProvide a direction

– FocusFocus

– SupportSupport

– OverviewOverview But cannot learn for the learnerBut cannot learn for the learner


Set Body ClosureSet Body Closure

Video clip paper chaseVideo clip paper chase


SetSet

MoodMood MotivationMotivation UtilityUtility ContextContext KnowledgeKnowledge ObjectiveObjective


BodyBody

““Less is more”Less is more” Change the stimuliChange the stimuli Go from specific to generalGo from specific to general SilenceSilence Repetition to show useRepetition to show use Key pointsKey points


ClosureClosure

Time managementTime management Summarize - relate to objectiveSummarize - relate to objective Provide sense of accomplishmentProvide sense of accomplishment Do not introduce new “stuff”Do not introduce new “stuff” What questions do you have?What questions do you have?


ClosureClosure

Ask for questions before the closure Ask for questions before the closure Relate to objectivesRelate to objectives

–““Tell them once, tell them twice, and Tell them once, tell them twice, and then summarize”then summarize”

Provide a sense of accomplishmentProvide a sense of accomplishment

–You can do ---You can do ---


Do you use questioning in your teaching?Do you use questioning in your teaching?


QuestioningQuestioning

Video Ferris BeulerVideo Ferris Beuler


QuestioningQuestioning

You will be able to:You will be able to:

– describe the advantages of questionsdescribe the advantages of questions

– 3 levels of thinking of questions3 levels of thinking of questions

– 3 different ways to ask questions3 different ways to ask questions

– construct a session using questionsconstruct a session using questions

– write a problem solving questionwrite a problem solving question


The Level is Defined by the Verb The Level is Defined by the Verb UsedUsed

Problem solving -- Problem solving --

– what would you do if -what would you do if -

– how would you approach how would you approach Application level --Application level --

– use --; given--; solve;use --; given--; solve; Knowledge level -- Knowledge level --

– define ------define ------Know

Apply

Problem Solve


Dynamics of QuestioningDynamics of Questioning

BehavioralBehavioral

– Be supportiveBe supportive

– Non judgmentalNon judgmental

– Be specificBe specific

– 15” silence15” silence


Assessment/FeedbackAssessment/Feedback



Related directly to objectiveRelated directly to objective Prior agreement on criteriaPrior agreement on criteria Truthful & kindTruthful & kind SpecificSpecific Behavioral, non-judgmentalBehavioral, non-judgmental InteractiveInteractive Consistent and immediateConsistent and immediate


Criteria for Assessment/FeedbackCriteria for Assessment/Feedback

PnpPnp Accurately describe the behaviorAccurately describe the behavior ““Check-in” for accuracyCheck-in” for accuracy Offer recommendations Offer recommendations Develop plan Develop plan

– Prescription for changePrescription for change



““I” versus “you” messagesI” versus “you” messages Provide a safe environmentProvide a safe environment Solicit responsesSolicit responses Value the receiverValue the receiver Listening skillsListening skills


The Micro TeachThe Micro Teach

10 minute [3 and 1 minute cards]10 minute [3 and 1 minute cards] Any formatAny format What resources?What resources? Self assessmentSelf assessment Group assessment [forms]Group assessment [forms]


SummarySummary Instructional ObjectivesInstructional Objectives Set, Body, ClosureSet, Body, Closure QuestioningQuestioning AssessmentAssessment Micro TeachMicro Teach


NEXT?NEXT?

Discuss your assessment of a Discuss your assessment of a presentation tomorrow at lunchpresentation tomorrow at lunch– Take notesTake notes– Use the evaluation formUse the evaluation form

Review your own presentationReview your own presentation– AMEEAMEE– HomeHome

Pair up and practice presentations Pair up and practice presentations

Mennin Consulting, 2006 Large Group Presentations.

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