Lesson Plan Cover Sheet -...

P.O.S.T. Instructor Training Course Effective Presentation Skills Lesson Plan

Lesson Plan Cover Sheet

Course Title

Instructor Training Course

Lesson Title

Effective Presentation Skills

Unit Code

Hours

Two (2)

Prepared By and Date Completed

Cheryl Greathouse and Debbie Lefevers

Approved By

Revised By

Cheryl Greathouse, GPSTC Nancy Botts, GPSTC Melissa Pittman, GPSTC and Diana Lindner, GPSTC

Timothy E. Melton

Revised Date(s)

October 2007, December 2007, May 2008, March 2009, December 2009, October 2012

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Instructional Method

X Discussion X Lecture X Practical Exercise

Terminal Performance Objectives Using the curriculum developed, the public safety training instructor will present a fifty (50) minute block of instruction, in accordance with the Georgia Peace Officer Standards and Training Council (P.O.S.T.) approved evaluation practices and procedures.

Enabling Objectives a. Discuss considerations for planning effective presentations. b. Explain techniques that enhance your presentation skills. c. Demonstrate effective presentation skills while following the prescribed

presentation format.

Audio Visual aids (See Appendix A) X Electronic Slide Show Presentation Audio Chalkboard

Flip Chart Poster Video

Other

Handouts and other Reference Material (See Appendix B) 1. Student Participant Handbook

Course Evaluation Method (See Appendix C) X Performance Test Written Test X Practical Exercise

Pre-course or additional reading assignments (if applicable, See Appendix D) None

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References (using APA Citation Style)

Rosania, Robert J. (2003). Presentation Basics. Alexandria, VA: American Society for

Training & Development (ASTD)

Mandel, Steve. (1987). Effective Presentation Skills – A practical guide for better

speaking. Oakville, Ontario, Canada: Crisp Publications

Burton, J. & Bright, A.M. (1998). Ringing the changes: Where abstraction occurs in

implicit learning. European Journal of Cognitive Psychology, 10(2), p113, 18p.

Equipment/materials (describe type and amount)

One – Laptop Computer

One – Data Projector

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Topic: Effective Presentation Skills The purpose of this lesson is to prepare students to effectively present course material using a variety of delivery methods. It is imperative that students understand that the presentation skills they use to deliver a lesson have a tremendous impact on the ability of their class participants to learn from the material. This two hour block of instruction is primarily lecture but also contains some demonstrations of appropriate presentation skills and one practical exercise. The instructor of this lesson must possess and be able to demonstrate effective presentation skills.

Instructional Guide / Abstract

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Course Schedule

Time Session

05 minutes Introduction

30 minutes Planning for Effective Presentations

50 minutes Presentation Techniques

30 minutes The Presentation Format

05 minutes Conclusion

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I. Introduction (5 minutes) Instructional Note: Display PowerPoint Slide #1 (Effective Presentation Skills) Instructional Note: Introduce self, if new to group

A. Opening Statement Have you ever been in a class whose topic was less than titillating but still walked away saying WOW? It takes a very skillful instructor to make some topics interesting. With the use of proper techniques, a class on filling out forms or report writing can be made to POP! By the same token, have you ever signed up for a class that you were excited about attending but left feeling like you wasted your time? The presentation skills of the instructor/presenter can make or break the learning process for students. So, no matter the topic, you can deliver material in a way that captures the attention of the participant and stimulates learning. After all, that’s the reason you’re taking Instructor Training, right? We are all here to learn how to teach others the skills necessary to increase safety and productivity back on the job. Today we will be discovering ways to improve our presentation skills and how to apply those skills to motivate students to stay engaged in the learning process.

B. Performance Objectives Instructional Note: Display PowerPoint Slide #2 (Terminal Performance Objective)

1. Terminal Performance Objective

Using the curriculum developed, the public safety training instructor will present a fifty (50) minute block of instruction, in accordance with the Georgia Peace Officer Standards and Training Council (P.O.S.T.) approved evaluation practices and procedures.

Introduction

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Instructional Note: Display PowerPoint Slide #3 (Enabling Objectives)

2. Enabling Objectives

a. Discuss considerations for planning effective presentations. b. Explain techniques that enhance your presentation skills. c. Demonstrate effective presentation skills while following the

prescribed presentation format.

Instructional Note: Ask if there are any questions about the Performance Objectives.

C. Reasons for Learning

Being asked to teach a class or deliver a presentation can be nerve wracking BUT it doesn’t have to be. With a little practice and careful planning, you can deliver training that will change the behavior of the student back on the job and give them confidence. They will get that confidence from you, their instructor. So where do you find the confidence to give to them? You’ll find it by applying the Effective Presentation Skills covered in today’s class.

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II. Body (110 minutes) Instructional Note: Display PowerPoint Slide #4 (Planning Effective Presentations)

A. Planning Effective Presentations

One of the greatest rewards for instructors is to conclude a block of training and feel confident that the participants will leave with the information needed to help them do their jobs better, to work more efficiently and stay safe while working. Planning the presentation will make you, the instructor, more confident during the presentation and increase your level of motivation.

1. Presentation Purpose

The first major consideration for planning an effective presentation is accurately determining the purpose of the presentation. This can be done by taking a few moments to consider the situation that has created the need for a presentation.

Instructional Note: Tell class; “On a blank sheet of paper, complete the following

sentence:” The purpose of this presentation is to_______________. The purpose statement should be composed, edited and finalized so that it is as precise and as to-the-point as possible. The statement will then clearly communicate to your audience what you are trying to accomplish with the presentation. This process also makes it much easier to give your presentation the appropriate title.

Body

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Instructional Note: Display PowerPoint Slide #5 (Planning Effective Presentations) (contd)

2. Length of Presentation

Presentations vary greatly in length. The important thing to keep in mind as you prepare is the total length of time you have to present your lesson and the amount of time you want to spend on each segment. Too much time on any one segment will affect the overall length of the presentation and will cause your audience to lose interest. By the same token, too little time on a segment also affects the overall length of the presentation and may not provide the class with adequate instruction on that particular segment. In addition, you may be perceived as being nervous, the information is not important, or both. a. Georgia P.O.S.T. Council mandates that if a student is going

to receive credit for one hour of training, then they should be in class for at least 50 minutes in duration.

b. A typical 8 hour training day (8 am till 5 pm), is rarely 8 full

hours of training hours. Accounting for lunch, and a ten minute break every hour usually leaves you with about 6 hours of actual training time. USE IT WISELY.

c. For the purpose of the Georgia P.O.S.T. Instructor Training

course you will be preparing a 50 minute lesson plan. To meet this standard you will want to make sure you prepare enough material to cover during this time. However, rarely can an instructor hit an exact minute to conclude the presentation; keeping this in mind we have established a time window. A successful presentation will be between 45 minutes and 55 minutes.

This means you will need to have sufficient narrative to cover this time. With the current lesson plan format, on average there will need to be at least 20 pages (single sided and double spaced) of text to meet this goal.

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3. Target Audience

A key factor in developing an effective presentation is having a good general idea of the target audience. The experience level of the participants will be a big determining factor in content development and the instructional method used for delivery. For example, new recruits or employees require a greater level of detail during instruction than veteran public safety personnel. A lesson delivered to new police officers would require vastly different presentation skills than the same lesson delivered to a group of veteran officers.

Instructional Note: Display PowerPoint Slide #7 (Planning Effective Presentations)

(contd)

4. Presentation Methodologies

There are many methods available for delivering presentations. Each method has pros and cons as discussed in “Teaching Methods” presented in this course. The instructor must incorporate effective presentation skills and methodologies with the elements of effective communications, as previously discussed, in order to be an effective instructor. When planning your presentation, your students need to gather information and process that information in order to learn effectively.

Instructional Note: Display PowerPoint Slide #8 (Planning Effective Presentations) (contd) a. Gathering Information

The gathering of information during a training event can take either an active or passive form. When the listener is simply an observer of the instruction, they are in a passive learning state. Their powers of interpretation must do the work of processing the information. However, when the student is involved in a discussion or an activity, they move into the psychomotor phase of learning.

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b. Processing Information

As information is gathered, either by the active or passive method, it is then processed and applied using deductive or inductive learning. The type of instructional method employed has one of these learning types associated with it.

i. Deductive Learning

This method is teacher centered and provides for learning by establishing rules and then the students are given specific directions on how to apply the new rule. Experience is gained through repetition or drill. It can be simplified by saying it is telling a student what they must know. A good example may be the learning of algebra. In this mathematical model students are taught formulas or equations that guide them toward an answer. Here the rules are clearly established and if not applied correctly a wrong answer will result. This method may appear mechanical and/or rigid.

ii. Inductive Learning

This method is more learner center. It provides the

learner with the ability to learn by noticing versus being told. Inductive learning is achieved through reasoning versus direction. With this method the student will establish rules by experimenting or researching a concept without a preamble by the teacher. An example of this may be child learning to walk. A parent may provide the child the correct environment to induce walking but the child must develop an understanding of gravity, locomotion and body mechanics through trial and error to be able to master that ability. Inductive is more fluid and provides for a sense of adaptability.

The chart below provides a graphical view of some teaching methods and their primary characteristics regarding how the student gathers and processes the information presented in class. Represented here are some of the more commonly used methods.

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Refer to the chart to determine which method or combination of methods may be right for your presentation.

Instructional Note: Display PowerPoint Slide #10 (Matrix)

Method

Gathering Information

Processing Information

Active Passive Deductive Inductive Lecture X X Group Discussion X X Student Reading Activity X X Simulation / Role-play X X Programmed Instruction X X Games X X Panels X X Demonstration X X Case Study X X

Instructional Note: Display PowerPoint Slide #11 (Planning Effective Presentations)

(contd) 5. Critical Areas

There are three critical areas that are crucial for a successful presentation. These areas must be sufficiently demonstrated by the instructor during their presentation.

a. Time parameters must be met. b. Must model the appropriate behaviors, skills and attitudes. c. Maintain a safe classroom at all times.

Instructional Note: Display PowerPoint Slide #12 (Presentation Techniques)

B. Presentation Techniques

If they can’t hear it If they can’t see it If they can’t understand it… YOU’VE LOST THEM! Your level of effectiveness as an instructor is directly related to your presentation skills. The more proficient you are in engaging the interest of the student in the learning process, the more successful and effective you become as an instructor. The most cleverly written, skillfully prepared and dynamically insightful lesson plan ever composed is nothing more than words on paper unless it is delivered. It is in the process of delivering the lesson that it makes that magical transformation from your thoughts and

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ideas into applicable LEARNING! You are the conductor between the written page and learning environment. The delivery process… or “teaching” requires the use of all your talents and abilities. The following points are designed to assist you in honing your skills to a level of peak effectiveness.

Instructional Note: Display PowerPoint Slide #13 (Presentation Techniques) (contd)

1. Using Your Voice

a. Volume and Rate of Speech

If students cannot hear the presenter, learning will not occur. Presenters should always speak in a clear voice using an appropriate volume and rate of speech. The proper speech rate is 155-160 words-per-minute, although we can listen much faster. Practice recording yourself speaking to get an idea of how fast or slowly you speak and make adjustments where necessary. In large rooms, speakers should wear a wireless microphone or use a standard microphone. In smaller rooms, a natural voice may work. As a word of caution, if you wear a wireless microphone, remove it or turn it off when not addressing the class. Forgetting to do so could be quite embarrassing if your personal conversations or break times are heard by the entire room.

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b. Pitch

Volume must be controlled along with variations in pitch which emphasizes teaching points and helps maintain interest. A monotone voice with little or no pitch variation will literally put students to sleep mentally.


2. The Words You Say

Your audience will evaluate you and your credibility based on your ability to clearly articulate concepts and properly pronounce words.

a. Articulation Another important key to effective presentations is the ability to clearly articulate concepts. The selection of words used to create a verbal picture of a concept is critical for others to correctly interpret the intended message. For example:

The driver ran off the road and hit a tree. vs. The driver was forced off the highway by an oncoming log truck which had lost its load and hit a log that had been dropped.

-- or --

Scintillate, scintillate globule vivific; Oft do I ponder thy nature specific; Loftily perched in the ether capacious; Strongly resembling a gem carbonaceous. vs.

Twinkle, twinkle little star; How I wonder what you are; Up above the world so high; Like a diamond in the sky.

Say what you mean in simple, clear, precise words.

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b. Pronunciation

You may have an in-depth knowledge of your topic but, if your presentation contains words which are incorrectly pronounced, your audience will be turned off and will not put a lot of credence in your message. Varying dialects within regions of the United States have an impact on pronunciation. Especially in the south, we are known to have a specific “accent.” Care must be taken to make sure words are pronounced correctly and that everyone understands their intended meaning.

Instructional Note: Ask the class to think about what some of their problem words may be and write them in the Guide.

Instructional Note: Use the following example to demonstrate the improper

pronunciation of words.

Brang thim thangs over har and set ‘em on the table. vs. Please bring the items in the hall into the room and place them on the table.

Instructional Note: Display PowerPoint Slide #15 (Presentation Techniques) (contd) 3. Gesturing and Body Language

For many people, making presentations will stimulate nervous reactions which range from mild to severe. Two things that are affected by a case of the nerves are your body language and gestures. When making presentations, you should be ever mindful of gestures which become distracting and the negative message body language may convey.

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a. Distracting gestures which should be avoided include:

i. Rattling change or keys in your pocket

Take everything out of your pockets before speaking. ii. Fidgeting with the marker or pointer

Holding something in your hands is acceptable unless it becomes a toy that draws the attention of the students.


b. Distracting Body Language

i. Wringing your hands

This is a big “I’m entirely too nervous” signal. ii. Pacing

Pacing is entirely different from moving within the area of instruction to keep the attention of students. It is recommended that the instructor NOT stand in one place, however, rapidly pacing back and forth in the same spot is distracting.

iii. Breathing Rapidly

Rapid breathing is another big “I’m way too tense” signal and makes the students tense as well.

If you are relaxed while making your presentation, these nervous habits will not be as obvious.

Instructional Note: Display PowerPoint Slide #18 (Presentation Techniques) (contd) iv. Being too tense or nervous

According to Douglas Jefferys of PublicSpeakingSkills.com, a recent poll was taken and people were asked about their greatest fears and they revealed the following list in order of the severity of their fears:

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Instructional Note: Display PowerPoint Slide #19 (Greatest Fears Revealed)

Speaking in public 41% Heights 32% Insects / bugs 24% Financial problems 23% Deep water 22% Sickness 20% Death 19% Flying 18%

Let’s put this into perspective. Being a little nervous is actually a good thing. It gets your adrenaline going and can enhance your performance. However, too much of anything can be a negative so become familiar with your limits and find ways to control excessive nervousness or tenseness. Here are a few tips:


aa. Arrive early to check the room and get set up

for the lesson. bb. Develop your own “get ready” routine to check

your supplies and equipment. cc. Make sure you know the start time and

location. dd. Think positive thoughts; don’t invent things to

worry about. ee. Avoid caffeine and drink water.

*Water should be room temperature. Cold water tends to close the throat and make it tickle.

ff. Rehearse the first 90 seconds in your head using a visioning technique.

gg. Remind yourself that other people have fears

of presenting and what you are experiencing is normal.

hh. Take three deep breaths and exhale slowly.

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ii. Keep it in perspective…. this is NOT life or death!


4. Confidence and Enthusiasm

Your outward appearance of confidence and enthusiasm for your topic is very contagious within the classroom. Students will stay engaged in the learning process if the instructor is confident in their knowledge of the topic and enthusiastic in delivery. a. Confidence

The first 90 seconds of your presentation sets the tone for the entire lesson. KNOW what you will say in that 90 seconds and the class will immediately engage.

IMPORTANT: Look like you are confident even if your knees are shaking!

The instructor’s level of knowledge of the topic and the amount of practice devoted to delivering the presentation will determine how confident the instructor is during delivery of the lesson. Students will only have as much confidence in the instructor as the instructor has in himself/herself.

b. Enthusiasm

Much like confidence, enthusiasm is contagious. Nothing will engage students quicker or shut them down quicker than the genuine presence or apparent lack of enthusiasm. Motivational speakers are highly paid individuals with confidence and enthusiasm who know how to capture an audience and keep their attention. They believe in what they do. If you truly believe in what you teach, you will be a motivational instructor and your level of confidence and enthusiasm will get the job done.

Begin the lesson with a strong confident smile and start talking. They need to know there is nowhere else you would rather be!

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Instructional Note: Display PowerPoint Slide #22 (Presentation Techniques) (contd) 5. Effective Eye Contact

Why should an instructor maintain good eye contact with students?

a. Approachable

An instructor who makes good eye contact with students comes across as sincerely interested in the student. Looking them in the eye makes them feel like they are important and their presence matters. Besides, do you trust people who will not look you in the eye?


b. Feedback

Remember how important nonverbal signals are? This is a prime example. Keeping good eye contact with students during instruction will provide you a quick gauge of their level of comprehension. Their facial expressions can indicate confusion, agreement or understanding.

Excessive reading from the lesson plan, flip chart, chalk board or slide show diverts the much needed feedback, and as we have discussed, necessary eye contact from the students. While referring to the lesson plan or other visual aid as a reminder is perfectly acceptable, it should be done briefly and attention returned to the class.


6. Professionalism at All Times

a. Conduct in the class Being professional in the classroom engenders respect from

students. Being professional does NOT mean you should distance yourself from students or give them the impression that you are “above them.” Instead, the professional instructor maintains control of the class, is sensitive to diversity, avoids sarcasm and does not use obscenity.

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b. Appearance

The instructor should always be dressed a level above that required of the class and never less than business casual. You are the example of a professional presenter in the classroom. Let your personal hygiene and clothing confirm your dedication to the profession and to the students.

Instructional Note: Display PowerPoint Slide #25 (Presentation Techniques) (contd) 7. Questions

Asking questions is the most effective tool you can use to check for understanding and keep students actively engaged in learning.

a. Asking General Questions to Check for Understanding

There are several techniques that can be used when asking if students have questions which will invite them to respond. However, simply asking if there are any questions with your hands stuffed in your pockets and a distant stare probably says “I’ve asked for questions because I must.” One method to encourage students to ask questions is to say “What questions can I answer for you,” or “Does anyone have questions for me” and then pause. Give them a few moments to think of a question. The silence should get to them before it does you. Another method is to step forward into the class, raise YOUR hand and ask if there are questions. This action visually leads the students into the thought process that produces questions and gives you control of the class at the same time. If questions are asked that relate to information to be covered later in lesson, tell the students it will be covered later. When you reach that piece of information in the presentation, make a point to remind the class of the question that was asked and answer it. It’s amazing how much simply remembering to cover that point will bolster the student’s confidence in you as an instructor.

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b. Directed Questions (APC Method)

Directed questions are planned questions that you have included in your lesson plan to generate class discussion, check for the understanding of key concepts and keep students actively engaged in the process. Direct questions should be conducted using the Ask, Pause, Call Method (APC Method) in which you:

Ask the question. Pause to see if you have any volunteers to answer it, if not, then… Call on someone to answer the question. Do not cause embarrassment to those who may not know the answer. If after polling several students, you still are not getting the answer, be sure to provide the correct answer to the whole class. Be sure to put the answer in your lesson plan for your reference. Remember, however, that you must maintain control of the class and keep on the topic at hand. Sometimes you will have to encourage the students to hold further discussion on a particular issue so that you can cover the rest of your material.


c. Answering Students’ Questions

When students ask questions, you should be prepared to answer them, in an acceptable, clear manner. i. Always allow time for students’ questions

Asking if there are questions and immediately moving on to the next topic leaves the students with the impression that you don’t really care if they understand the material. After asking if there are questions, pause and look around the room to allow time for students to respond.

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ii. Listening to the question

Looking down, out the window or in any direction other than directly at the person asking the question is interpreted as a lack of interest in the question. Give the person asking the question your full attention and LISTEN to the entire question before responding. Maintaining good eye contact with the person will also give you non-verbal clues regarding the question’s intensity or the feeling or purpose behind it. Be sensitive to the position of your hands and arms when listening to questions. Wringing your hands or standing with your arms crossed will send a negative message. You should stand at ease with your hands and arms in a neutral position and fingers open; no fists.

iii. Restate the question

In large groups, it is important to restate the question so that all students can hear the question and then hear your answer. By repeating the question, you are also giving yourself the opportunity to think about what they are asking and to clarify that you understand the question that the student intended.

iv. If you don’t know an answer, say so.

Don’t lie! Tell them you will get an answer to their question and get back with them.


d. Examples of Questions - and when to use them

i. If you are having difficulty getting the class to

participate, you may want to respond to a question with a friendly comment. “That’s a good question, I’m glad you raised it. Does anyone have an answer?”

ii. If two or more students get into a heated argument

about an issue, try to diffuse the situation. “I think we all know how Steve and Tom feel about this. Now does anyone else have a comment?”

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Instructional Note: Display PowerPoint Slide #29 (Presentation Techniques) (contd) iii. Sometimes a student wants to participate too much.

To cut off a speaker who is too long-winded, try a comment like: “While we’re on this point, let’s hear from some of the others.”

iv. It can’t be stressed enough, if you don’t know the

answer, admit it. Offer to try and find the answer or say, “Does anyone in the class have an answer, or experience with that question?”

v. To bring a generalizing speaker down to earth: “Can

you give us a specific example on that point?” Instructional Note: Display PowerPoint Slide #30 (Presentation Techniques) (contd)

8. Training Aids

Training Aid construction and usage are topics that will be covered in depth in the section “Managing Training Aids.” Below are some guidelines for effective use of aids. a. Make sure all students can see and hear you and your

training aids.

Training aids are useless if the students cannot see and hear them. Work on proper placement and design to make sure your training aids can be effective.

b. All training aids should be neat, attractive, with words spelled

correctly. Use Spell-check. Remember, the quality of your training aids reflect on you as the instructor.

c. Training aids should serve a purpose and be clearly

explained. d. Avoid having training aids become a distraction.

Know how to use the audio/visual equipment to ensure the smooth use of the equipment without creating distractions to the students.

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e. Timing of training aid usage

Use training aids and/or issue handouts at the appropriate time. If you distribute handouts at the beginning of the class, be aware that students will likely be reading the handout and not listening to the presentation. Likewise, trying to use a flip chart and speaking at the same time can cause your students to get distracted and cause you to become nervous or frustrated.


9. Other Considerations

a. Dealing With Interruptions At some point, sooner or later, you will have to deal with some type of interruption. Regardless of the source, address the issue as quickly as possible and get back on track. This topic is covered in detail in the section “Classroom Management.”

b. Missing a Point If for some reason you inadvertently skip a point in the lesson plan, don’t draw attention to the fact you missed it. Instead, at the first opportunity, go back and cover the information. The point is to not draw attention to your error and diminish your credibility with the class.

c. No Apologies Students immediately question the credibility of an instructor who starts the class with apologies. “Sorry I’m late,” “Wish this were better material,” “Oops, I forgot to tell you…,” “I know you can’t see this very well but our equipment is old,”…. NONE of the above remarks or others like them ADD value to the class. They only TAKE AWAY and make you look foolish, clumsy or grumpy. If there is a problem, address it before class if possible. If it is not possible to fix it before class, the students don’t need to know it!

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d. Breaks The saying, “the mind can only absorb what the rear end can endure” is a very true statement. Include breaks in your timeline when developing your training materials. Stepping away from the learning environment for a five or ten minute break will increase retention of information and keep students more alert in class.

Instructional Note: Display PowerPoint Slide #32 (Prescribed Presentation Format)

C. Prescribed Presentation Format When the instructional method has been selected and the lesson plan developed, it is time to begin using your presentation skills. 1. Introduction Phase (5 minutes)

At the beginning of any presentation, introduce yourself and your topic. A self-introduction is necessary to establish your credibility as an instructor on the topic. This will introduce the topic and prepare the participants to learn. a. Self Introduction

The extent of your self introduction depends largely on your participants and your relationship to them, i.e., if you have instructed them previously or if they are co-workers. Do not assume everyone knows you. At a minimum give your name and your agency name. Lengthy self introductions with extended work history should be avoided because they come across as egotistical. The students only need enough information about you to establish your credibility as the instructor of the topic.

b. Topic Introduction

In order to capture the attention of your audience, class or group, you should prepare a topic introduction that will grab their attention and make them want to learn more. Your introduction should be descriptive and may include a short video clip, graphical slide, or just persuasive comments.

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c. Performance Objectives Adult learners need to know what is expected of them in terms of learning. It is important that the training objectives for your presentation are stated and displayed on a slide and/or handout. Remember, it is important also to ask the students if they have any questions regarding the performance objectives once they have been covered.

d. Questions about Performance Objectives

Ask the students if there are any questions about the Performance Objectives.

e. Reasons for Learning

Adult learners also want to know the answer to the “what’s in it for me?” question. Immediately following the review of the training objectives, explain why the training is important and how it will help the students back on the job. At this point, you have the opportunity to compel students to pay attention and stay engaged in learning. This will also help you transition to your main teaching points and it will help keep their attention focused on the subject matter.


(contd)

2. Body Phase (40 minutes)

This is the “meat and potatoes” part of your lesson. The introduction is used to start the class wanting to learn but the Body is why they are in the class.

a. Support For Your Training Objectives

Be sure to accurately cover enough information to support your objectives and overall training purpose. The main teaching points should be presented with enough detail to insure that students can successfully apply the knowledge/skills back on the job. The level of instruction must start at the level of student understanding, therefore, it is important for you to know your target audiences level of understanding of the material to be presented prior to the course.

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b. Smooth Transitions Between Topics The presenter must be able to make smooth transitions from one topic to another throughout the body of instruction. Moving smoothly through the material presented helps the lesson makes sense to the audience. Choppy or quick transitions may make the presentation harder to understand and leave the audience confused.

c. Logical and Sequential Order

The flow of any presentation should present ideas to the audience in a logical, sequential order which is consistent with your training objectives and lesson plan. This logical, sequential delivery allows adult learners to build upon their knowledge from one point to the other in an easily understandable manner.

d. Engage the Students Adult learners learn best when they are actively learning rather than passively sitting in a room listening. Instructors should include practical exercises and other student activities to get the students involved. These practical exercises should be meaningful and relate directly to a training objective for it to be meaningful to the learning experience.

e. Define and Explain New Terminology Another important point for any presentation is to make sure that all new terms are defined and explained and that any use of abbreviations or acronyms are defined/explained at the beginning so that all students have an understanding of the terminology being used. If there are significant numbers of terms which need to be defined, a handout with a glossary of terms may be a good idea so that students have something to refer to during the discussions.

f. Present Relevant and Appropriate Experiences and / or Brief Anecdotes To illustrate a point or to provide realistic examples, instructors may use personal experiences and/or brief anecdotes. However, it is important to only use those which are relevant and appropriate. Avoid telling long, drawn out stories and those which may be offensive to others.

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Students will see this as a stalling tactic and will disengage from the learning process.

g. Thoroughly Explain Then Conduct Practical Exercises or

Group Activities The glue that holds the learning process together is Practical Exercises and Group Activities. Remember the saying:

Instructional Note: Display PowerPoint Slide #34 (Confucius Saying)

I hear I forget

I see I remember

I DO I UNDERSTAND Practical exercises and group activities play a large part in helping students move from abstract concepts of learning to concrete application in the work environment. The exercise or activity must be explained beforehand so students understand what is expected of them during the process and also have an idea about what their result should be.


(contd)

3. Conclusion Phase (5 minutes)

a. Summary of the Enabling Objectives

When closing, summarize the enabling objectives. Do not rehash each teaching point in detail but reiterate enough information to refresh the student’s memory of the material covered during the lesson. It is helpful to rephrase the learning objectives in a way that directly ties them to their real world application. This step moves them from their original introduction as objectives to be met during the learning process to information that can now be applied.

b. Final Questions

Be sure to allow students a final opportunity to ask questions. As a final review, you may want to ask a few recall questions to test their understanding of basic concepts.

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c. Encourage Students To Apply Learning With Compelling Closing Statements End the class with a strong, positive closing statement. Your closing statement should remind students how the material you have presented will help them build the bridge between what they knew when they arrived and how this new information will help them when they return to the job. That is the purpose of training!

Instructional Note: Conduct practical exercise number 1 – Demonstrate Effective Presentation Skills (See Appendix C). This exercise will be conducted during week two. The student’s presentation skills will be evaluated informally during their practice session and the instructor, who is acting as evaluator will give feedback on strengths and weaknesses.

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III. Conclusion Phase (5 minutes) Instructional Note: Display PowerPoint Slide #36 (Enabling Objectives)

A. Summary During this block of instruction, we discussed the considerations for planning an effective presentation. Next, we explained techniques that will enhance your presentation skills. Finally, you will demonstrate the skills you have practiced in your lesson plan presentation.

B. Final Questions Instructional Note: Ask if there are any final questions.

C. Closing Statements

The first 90 seconds of your presentation is the benchmark of the entire lesson. Those few seconds set the tone for the class and establish your credibility with the class. Knowing the purpose of your presentation, the length of the presentation, identifying your target audience, selecting the appropriate training method and proper use of training aids will almost guarantee a successful delivery. Using these considerations will help you develop your plan for an award winning presentation. Finally, deliver the lesson you’ve practiced making sure to cover each part and sub-part of the lesson plan. As you can see from the last two hours of instruction, developing effective presentation skills can be rewarding. With planning and preparation, you can capture the attention of the students and maintain that interest throughout the lesson. Your level of excitement about the topic is contagious and can be used as a very effective tool in the classroom. Your speech, demeanor and communication skills can easily be advanced to that of a professional level presenter simply by practicing your presentations skills using the guidelines in this lesson. Your attendance in the Instructor Training Course is an indication that your supervisors see those professional level qualities in you and your work. By applying these skills, your 50 minute presentation and future presentations will engage your students in the process of active learning and will ensure a successful training outcome for both you and your students.

Conclusion

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