Table of Contents - clcnational.com€¦ · Web viewChristopher Leadership Course. In. Effective...

Advanced PresentationsInstructor Supplement

© Sept. 2014 The Lumen Institute

Christopher Leadership CourseIn

Effective Speaking

TABLE OF CONTENTS

TABLE OF CONTENTS I

INTRODUCTION 5

OVERVIEW 5Course Approach 5BEFORE THE FIRST CLASS 6Printing the Manual 6Instructor Assignments 6Slides 6Prep Checklist 7Room Set-up 7

WEEK 1: FINDING YOUR VOICE 8 Opening 8Power of Voice 8First Impressions 8Presentation Principles 9Break 9Welcome Back 9Chain Talk 9Impromptu Talks 9Instruct Next Week’s Assignment – PowerPoint (and competitor) mechanics 10Demo: Four-Step Formula Talk with Power Point Slides 10Analysis and homework 10Introduction of Speaker 10Theme Talk 10Thank-you and close 10D-Part 10Post-class email to students 11

WEEK 2: PROJECTING CONFIDENCE 12 Opening 12Power of Voice 12Recap 12Power Point Techniques Recap with Q. & A. 13Break 13Welcome Back 14Sales Talk (impromptu) 14Next Week’s Assignment: Fielding Audience Questions 14Demo of “Fielding Audience Questions” 14Analysis, Questions and Homework 14Introduce the Speaker 15Theme Talk: Projecting Confidence 15

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Thank the Speaker 15Post Class Email 15

WEEK 3: PERSUADING OTHERS 16 Opening 16Power of Voice 16Recap Fielding Audience Questions 16Break 17Welcome Back 17Debate (impromptu) 17Next Week’s First Assignment: Professional or Persuasive Talk Using a Lectern 17Next Week’s Second Assignment: Job Interview Workshop 18Analysis, Questions and Homework 18Introduce the Speaker 19Theme Talk: Persuading Others 19Thank the Speaker 19Post-class Email 19

WEEK 4: BODY LANGUAGE 20 Opening 20Power of Voice 20Recap Persuasive/Professional Talk and Lectern 20Break 21Welcome Back 21Behavioural Interview Workshop 21Next Week’s Assignment: Master of Ceremonies Using a Lectern and Fixed Microphone, Toast and Thank-you Using a Handheld Microphone 22Demo of Master of Ceremonies 22Demo of Toast and Thank-you 22Analysis, Questions and Homework 22Introduce the Speaker 22Theme Talk: Persuading Others 22Thank the Speaker 23Post-class Email 23

WEEK 5: CELEBRATING SUCCESS 24 Opening 24Meal 24Beginning of class 24Power of Voice 24Recap Master of Ceremonies, Fixed Microphone & Lectern 24Draw for Submitting Journal and Reflections Sheets 25Draw Names for the Toast (impromptu) 25Break 25Welcome Back and Toasts and Handheld Microphone 25Presenting of APC Certificates 25Christopher Promotional Talk 26Introduce Theme Speaker 26Theme Talk: Celebrating Success 26

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Thank the Speaker 26Closing 26Post class email 26

INSTRUCTS AND TALKS 27

LESSON 1 27LESSON 2 27LESSON 3 27LESSON 4 27Malle’s Theme Talk 27LESSON 5 28Danny’s Promotional Talk 28

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INTRODUCTIONThis Supplement for Instructors may be added to the Student Resource Manual, following the Resource Materials, or it could be in its own binder using the cover page provided.

OVERVIEW

Unlike the Student Resource Manual, most of this supplement is organized lesson by lesson.

Like the Student Resource Manual, it is a living document that will be updated regularly. It includes goals and lessons learned in presenting the course.

Course Approach

The Advanced Presentations Course has different goals from other Christopher courses, and naturally uses different techniques to achieve them.

Comparison with CLC1

In CLC1, most students start out deeply afraid of speaking in front of any group. The course maintains a high energy level to help the students break out of their isolation. As they overcome their fear and begin to gain confidence, there is a natural process of bonding within the group that reinforces each student’s personal growth.

APC is a shorter course with a more professional tone, designed for students who have already gained confidence from CLC1. Its goals are to refine existing presentation skills and add new ones. We maintain energy and enthusiasm in different ways.

We still begin each lesson with a warm-up, to prepare the students for their main presentation. It should include both physical activity and voice warm-up, but because students have already learned to open up it is shorter and is not evaluated.

In most lessons, right after Break we have a quick warm-up followed by a fast-paced impromptu talk, to restore energy levels before we instruct next week’s main talk. We want these talks to be fun not a source of anxiety, so they too are not evaluated. The one partial exception is the Job Interview Workshop, which is instructed the week before to allow students to do some preparation, but the workshop itself is impromptu and unevaluated.

The evaluation process for the main student talks is another fundamental change, which is explained in detail in the Manual. It is the responsibility of the instructor team to help the students to combine praise for accomplishments with suggestions for improvement.

Comparison with CLC2

Advanced Presentations began in response to student evaluations of CLC2, with two main goals:1. reduce the length of the course, to better fit student and instructor schedules, and

2. emphasize PowerPoint (or similar) slides as visual aids to enhance presentations.

APC has evolved into a unique course with its own collaborative approach to instruction and evaluation. We anticipate that it will continue to adapt to changing times, through an annual process of updating both course content and the manual.

Advanced Presentations

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BEFORE THE FIRST CLASS

Printing the Student Resource Manual

1. PDF files are provided for the Student Resource Manual, and four divider pages to be inserted in front of chapters 2 to 5. The manual is designed for a 3-ring binder. Avery economy white half-inch binders

(sold in packs of 2) are big enough and economical.

The title page (printed in colour) can be inserted in the “view” pocket on the front.

All other pages can be printed in black, double-sided, on punched paper.

The dividers can be printed on punched light cardboard (we use bright red). Most printers can deliver the manuals with the dividers already in their proper locations.

Instructor Assignments

2. CLC Ottawa normally uses a team of 4 instructors for a full class of 8 students (occasionally stretched to 12). We try to have at least 2 instructors who are able to teach every lesson.

3. The Master Planner spreadsheet has six pages: an outline of the whole course and one page for each lesson. It is set up so that when you have entered instructor names, starting date, and starting time in the Outline page, they are copied automatically to the corresponding places in the weekly lesson plans.

4. On the weekly pages, segment times are based a class of 8 students. When you adjust the length of segments to fit your class size, the starting times of following segments are automatically recalculated. Enter segment times in format HH:MM.

5. At a team meeting before the course begins, we recommend that you enter the name of an instructor for each teaching assignment throughout the course, in the outline page. First assign a Secretary for each week. Normally the Secretary is responsible for the

opening, for the closing Theme Talk, and for timing throughout the class.

Then assign other major responsibilities, especially instructing the next week’s assignment, and recapping / managing the current week’s main assignment. We suggest that new instructors not be given major responsibilities before Week 3.

Then fill in all the other instructor roles. Student roles can be added each week.

Slides3. We provide some instructional slides for each week of the course. They have been

refined through several iterations of the course, and may be useful to you, but each team is welcome to adapt or replace them to meet local requirements.

4. These slides are not a complete set. Usually instructors create slides for demo talks, and may also create slides for instruction segments. We suggest that you share any particularly effective new slides for general use in future courses.

5. We ask students and instructors to submit their presentation slides by email to one of the instructors at least 2 days before each lesson. That instructor combines them with the teaching slides to create a single combination presentation file for use this week.

6. In following chapters there are detailed content descriptions for many of the instruction segments.


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Prep Checklist

1. Make confirmation phone calls to students.2. Typical Equipment, some of which may be provided by the site:

Extension cord / power bar Laptop computer with slide advance remote control Projector and Screen Whiteboard or flip charts and proper markers, to capture student answers Camera, batteries, memory cards. Memory sticks for students (see lesson 2) Lectern with microphone holder (or separate stand). (lessons 4, 5) Amplifier, speakers, microphone for fixed and handheld use (lessons 4, 5) Stopwatch, bell, time warning paddles or signs for student talks.

3. Student intake & Privacy Statement forms4. Handout with names, phone numbers, emails for all instructors.5. Name tags for students6. To accept credit cards, consider Square or similar smart pbone system. You need a

strong cell phone signal, and some cards will not swipe, but there is no monthly fee.7. Student tuition receipts for income tax purposes.8. Water. Treats for break, brought by instructors in week 1, then by students.

As a Christopher, you are never alone; your team and other instructors are always just an email or telephone call away.

Room Set-up

The room is organized with a long boardroom-style table in the middle, and a screen or large TV at the front. Sometimes we have had an actual boardroom table. Other times we have created a similar layout by combining several long tables.

Instructors and students speak from the head of the table, with a laptop computer on the end of the table facing the speaker. The projector can be either on the main table or on its own small table depending on room layout. A remote control “clicker” to advance the slides is helpful, but if it is not available the speaker can just press the space bar on the computer.

The screen or large TV should be positioned high enough to let everyone see it without being blocked by the speaker. If floor mounted it will usually be off centre.

Students sit on both sides of the long table, and instructors sit at the foot of the table. If the main table does not have enough space for everyone, instructors can sit at a separate crosswise table butted against the foot of the main boardroom table.

The goal of this room set-up is to encourage the free flow of conversation and interaction among all the participants, both students and instructors. We experimented with positioning the instructors among the students, but discovered that it is helpful for all the instructors to be together to allow passing notes and reminders.

Initially we were concerned that some students might not have access to computers that would let them prepare PowerPoint slides, and would have to use flip charts or whiteboards. This has never been a problem, even for students who have never used slides. In the unlikely event that a student signs up for this course but does not have access to a computer at home or at work, most public libraries have computers that can run the free OpenOffice programs.


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WEEK 1: FINDING YOUR VOICE6. The main goals are to introduce the course, and get the students ready for their first

PowerPoint (or similar) assignment. There are no evaluations this week.

7. Set-up room, put out nametags, greet students, give out intake forms, take payment and give receipts. We put a bottle of water at each student’s place, and we use the name tags to vary the order of students so that they are paired with a different partner for evaluation each week.

8. Secretary confirms line-up of instructors, takes attendance, opens class, times instructs, takes notes, does Theme Talk (something about “Finding Your Voice”) and leads D-part.

9. Have a box for slips with names of students who fill in the Journal and Reflections sheet each week. If time permits, it is best for students to complete and submit these sheets before

leaving class. A SurveyMonkey survey sent out right after class would simplify combining the responses, but any delay reduces the quality of feedback.

Opening Welcome, name the instruct team, course objectives (see SRM), purpose, layout.

Opening slides, and most other instructional slides, were created using one of the PowerPoint supplied layout themes (“Median”). The weekly title slides feature the CLC Ottawa logo. Please substitute your own area logo.

The next three slides, which introduce the course, all have elements that appear step by step with multiple clicks. It is helpful to practice a few times in slide show mode.

After advancing to the black slide that follows the course outline slide we give out the student manuals, using the manual itself as an exhibit. Two key points:

o The manual is organized by topics not by lessons, for easier reference after the course.

o To prepare for each lesson, students should read the relevant sections of the manual in advance, as listed in the weekly homework sheets located in the Reference Materials section at the end of the manual.

Discuss Reflections and Journal sheet and get students to take it out. Ask them to fill it in during class and hand it in. It will be returned to the student the next week. Student’s name will go into a draw (prize in week 5) each time they hand in a filled Reflections and Journal sheet.

Power of Voice

10. With Voice as this week’s theme, this is an opportunity to emphasize the close relationship between the voice and the rest of the body. Ten minutes is allowed to give time for both a brief talk on Voice, and an extended voice warm-up. There is a section in the SRM, and there are many good voice warm-ups on the internet.

First Impressions1. Introduce “First Impressions Workshop”. “MOI” formula. Highlight the power of the first

impression, of non-verbal communication and “how” we make a first impression (see SRM).


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2.Workshop: working in pairs, take three minutes to ask your partner enough questions so

that you can stand up and briefly (approx. 30 seconds) introduce them to the class.

3. Myself (name):___________________________________________________

4. Occupation:_______________________________________________________

5. Interests:___________________________________________________________

6. Why I am taking APC:____________________________________________

7. Instructors participate in workshop and secretary makes notes of the introductions.

8. See SRM and use the three slides provided.

Presentation Principles

11. This is not just a talk about presentation principles; it is intended to illustrate them. The most important point is that slides should illustrate a talk; they should not contain it.

12. This presentation sets the tone for the rest of the course. In preparation, we strongly recommend that instructors read at least one book by Garr Reynolds or Nancy Duarte (see References), whose modern approach to slide design inspires ours.

13. The provided slides include examples of some of the advanced capabilities of presentation programs, such as the ability to include audio and video segments. We emphasize that such features should be used sparingly, and should be avoided in the Week 2 assignment. Unfortunately presentation programs do not let you advance to the next slide while

they are in a Black state. If you want to blank the screen then continue with the next slide, the simplest solution is to insert a plain black slide.

Strangely, most presentation programs do not provide a simple command to create a black slide. One easy way is to cover the whole slide with a black rectangle. You can then duplicate the resulting slide as often as you need it.

Break

Ten minutes, visit with students, complete intake forms and give receipts.

Ask two students to volunteer to introduce and thank tonight’s Theme speaker. Since all are CLC1 grads they should know how, but it is good to remind them of the formula.

Welcome Back

Ask for volunteers for next week (two for snacks, one to bring “healthy” snack), introduce and thank next week’s Theme speaker

Chain Talk

Warm-up to avoid word whiskers; secretary times 20 seconds with bell, as each person speaks about a topic given to them by the person beside them.

Impromptu Talks

Re-cap Four-Step Formula emphasizing salutation, hook, need for a clear point, personal examples ending with a wrap-up.

Show students “paddles” (or whatever you use) for time warnings.


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Have list of topics (three choices) for talks ready on slips of paper for students to choose. The instructors at the back table create a “General Evaluation” for the instructor doing the instruct (an opportunity to discuss word whiskers, voice projection, Four-Step Formula).

Instruct Next Week’s Assignment – PowerPoint (and competitor) mechanics

Interactive question and answer instruct, finding out the level of skills the students have with PowerPoint and the use of a projector; how to advance slides for maximum effect, slide mechanics, layouts, black slides. Answer students’ question and allow students to practise advancing slides.

All student slides should be submitted in PowerPoint (.ppt or .pptx) format since that is a “universal” format for slides, accepted by all presentation programs. Remind them to avoid fancy transitions, which seldom translate well even between PowerPoint versions. Also avoid any kind of auto-advance from slide to slide.

Demo: Four-Step Formula Talk with Power Point Slides

An instructor gives a demo talk using the Four-Step Formula and at least 2 slides demonstrating the techniques we would like the students to use.

Analysis and homework

Instructor analyses the demo, answers student questions, and reminds students to send slides to your course’s email address for slide submissions (on the instructor contact sheet).

Remind class to complete the Lesson 1 Journal and Reflections and hand it in before leaving.

Remind students to bring their Student Resource Manual to each class. Verify who is bringing treats next week and who is introducing and thanking next week’s theme speaker.

Introduction of Speaker

Volunteer student introduces the Theme Talk speaker

Theme Talk

Secretary gives a talk structured to demonstrate and give examples of the power of “voice”. Can be “how you found your voice” and how important of tone of voice, pacing, pausing and voice projection is when speaking to an audience.

Use some slides to demonstrate the value of visuals.

Thank-you and close

Student who volunteered during break will thank the speaker and close the class.

D-Part

Secretary leads instruct team through the lesson…what worked, what didn’t? Each instructor shares their personal experience and how APC can advance forward.

Secretary records notes to be shared with APC Team for course advancement.


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Post-class email to students

Needs to be customized for each course.

Fellow Christophers:

Oh what a night! We’ve found our voices again and next week we will project even greater confidence.

Ace lesson two your way.

Our first night covered a lot of ground and we look forward to greeting each of you next week and hearing your talks. Some reminders will help Lesson 2 run smoothly:

Please arrive by 6:20. We need to start class at 6:30 sharp. If we need to tighten time, break will be shortened. Sigh… if we must. Oh how Christophers like to mingle!

Your ppt or pptx should be sent to [email protected] by 9 p.m. Monday (latest; preferably Sunday night). The last person to submit slides will be presenting first. If you need help understanding how to create a ppt, please contact one of the instructors. Remember to use the 4-step formula for your 2-minute talk with at least two slides.

We love being on time and will help you do just that. In all remaining classes, the instruct team will hold up a clock shortly before your presentation time is over. It is our discreet way to help you keep on time. We will explain this next week.

Projection – be brave, share your insightful words with us by projecting your voice. We want to hear what you have to say. That is why we pay attention, applaud, ask you about your talk during break. If you wonder about your voice level, ask a trusted friend or family member to listen to a practice talk of yours.

Evaluations – This AP course handles evaluations true to its collaborative style. Stay tuned… we explain this in lesson two.

Practice, practice, practice. Practice your talk. Practice your gestures. Practice advancing your PowerPoint slides at the most appropriate moment. Is your point clear and crisp? Do your examples support your point?

Prepare to ace lesson two your way.

Your instruct team can’t wait for next week. Can you?


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WEEK 2: PROJECTING CONFIDENCE1. Student slides (sent in 2 days earlier) need to be embedded into Lesson 2 PowerPoint

presentation along with demo and theme talk slides provided by instructors. Each student’s name should go on a black slide before their PPT. That allows a smooth flow: each student calls up the next student. There is no evaluation between students.

2. Bring camera & memory sticks to take “head shots” of students for ‘warm & fuzzy’ sheets (Lesson 5). Video each student’s talk and load each video on a memory stick (to be used again in Lesson 4) labeled with the student’s name. These videos are strictly for each student’s self-evaluation; we do not keep copies. Ideally use a small video camera (on a tripod) that can capture video directly in a format that will play on Mac or Windows computers without conversion. One good one is .mov format; students with old Windows computers may have to download the free QuickTime player from Apple.

3. Remember Bag of “Sales Talk” items.

4. Complete any outstanding payments, receipts and Intake forms. Use the student info from the registration forms to fill out the class spreadsheet. If all students completed registration in Week 1, give out printed spreadsheets today. If some were absent, complete the form today and distribute after class by email, with print version next week. Tick boxes in the spreadsheet let you follow each student’s privacy instructions.

5. Place nametags at assigned seats & record seating plan. Return Lesson 1 Journal & Reflections sheets.

6. Goal of class is to introduce tips for projecting confidence and give students two opportunities to speak.

7. As usual, secretary times the class, does opening, gives theme talk on an aspect of this week’s theme, and chairs “D” Part.

Opening

Welcome, news to share, ask if anyone didn’t send in their slides, in which case, slides on a memory stick can be embedded at break and the student can give their talk right after break.

Briefly introduce theme …“how we project confidence”...exude positivity, stand up straight, move with purpose but stand still to make your point, use hand gestures and SMILE.

Ask students to take out Journal and Reflections sheet for Lesson 2 ready to fill out.

Power of Voice

Remind the purpose of a voice warm-ups…start with a physical warm-up and then a voice warm-up from the SRM.

Recap

Explain Think, Pair, Share and have students take the T.P.S. sheet for Lesson 2 out from the back of the SRM. Briefly step through the instructions printed on the back of the sheet, showing how the top corner of the sheet is folded diagonally so that each student can fill it out while their partner speaks, then can hand the sheet back with those comments hidden until evaluation time. Divide the class into pairs; if there is an odd number of students use an instructor to complete a pair. Have members of each pair swap TPS sheets.


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Talk about presentation techniques the students need to remember to appear confident at the front (eye contact, head level, optimal volume, vary tone of voice, gestures, avoid speech fillers (word whiskers) and remember “Salutation”.

Remind them that they will be videoed this lesson and again in Lesson 4. They will get the memory stick after that.

Point out how the speeches will be timed. For this f2-minute talk the Secretary raises green warning paddle after 1 minute 30 seconds, and the red Wrap Up paddle after 1 minute 50 seconds. Start waving red paddle back and forth (and if necessary stand up) at 2:30.

Instructor invites up the first student speaker. At the end of the talk, we lead in applause and the student calls up the next student speaker whose name appears on the black slide.

When speaker returns, partner returns their TPS sheet so the speaker can write a very brief note on how they felt their talk went. Partner’s comments stay hidden.

When everybody has spoken, the Recap instructor returns to the front and chairs the Think, Pair, Share session. This is timed with a bell (Secretary).

In the first 4 minutes, pairs discuss with each other in parallel. Suggested format is 30 seconds for student 1 to evaluate student 2 using a format similar to PEP, then 1.5 minutes for both to discuss the talk using the notes each wrote during/after the talk. Each student should capture any lessons learned in the Pair part of the form. Then repeat with roles reversed. Bell is sounded 4 times during this part.

In the next 12 minutes go around the table giving each student and instructor an opportunity to contribute to shared discussion of all the presentations. Suggested format is that each person contributes 1 observation that is either a lesson learned from their own presentation, or a positive aspect of someone else’s presentation. Students typically use only about 30 seconds so there should be plenty of time for instructors to provide general evaluation comments at the end. Warn students in advance that if anyone talks for over a minute, the secretary will ring the bell. Because this is the first time using the process, you may need a few extra minutes.

Power Point Techniques Recap with Q. & A.

Discuss features of the slides the students just used, and answer questions. Using their slides (with permission) discuss learning points.

Refer to SRM “Electronic Presentations” clarifying and exploring areas of concern for the students.

This is a good time to re-visit the mechanics of how to use black slides, and how to advance one’s visuals for maximum effect. You can also demonstrate on a student slide with several points how easy it is to bring up points one by one, dimming out previous points.

If time permits you could allow students a chance to practice again with slide advance etc. This can also be done during break, or before next week’s class.

Break

Student-supplied treats.

Welcome Back

Thank contributing students for treats and ask for volunteers (2) for next week.


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Ask for volunteers for introducing and thanking next week’s Theme Talk speaker.

Sales Talk (impromptu)

Refer to SRM for instruct points. These are intended to be over-the-top pitches in the style of a late night TV commercial, enthusiastic & dramatic. Emphasize use of word “you”, answer “why” and talk to benefits. Two optional teaching slides are provided.

It is a I-minute, four-step-formula talk, timed by the secretary with the green paddle at 45 seconds and red paddle at the 1-minute mark. The objects to be sold are palm size and totally silly, pulled by each student from a cloth bag, sight unseen.

Remind students that as in the CLC1 Object Talk, the object should be revealed at a dramatic moment, then set down, or held out so its features can be shown.

An instructor should do a demo first, if the class is on time.

There is a brief general evaluation at the end…started by the instructors but engaging everybody. Return objects to their bag at the end.

Next Week’s Assignment: Fielding Audience Questions

Refer to SRM for details. Emphasize the opportunity to interact with the audience, the need to listen carefully, stay in control when the questions are asked, and to end with a clear summation. There are slides for all this in Lesson 2.

It is a 2-minute Four-Step talk with at least 2 visuals (can be more). Suggest that students ask for questions to be held to the end, but be ready in case some are asked anyway during the talk. Four minutes for the total presentation, including all questions. With a full class of 12 students you will have to be very vigilant to finish on time, even though the schedule allows a little extra time.

We recommend that students choose a light controversial topic and take a viewpoint the opposite of the one they would normally take. That makes it easier to anticipate questions and be ready with answers. This is intended to be a fun exercise. The more controversial your topic is, the more questions it will elicit and the more entertaining it will be for all.

Demo of “Fielding Audience Questions”

Instructor does a two-minute, controversial, four step formula talk with at least 2 slides taking the opposite viewpoint. In the demo, take 2 questions during the talk and the rest at the end. The secretary times the talk (green paddle at 3 minutes, red at 3:45) so that the instructor can give a clear summation at the end and not go over the 4 minutes in total.

Analysis, Questions and Homework

Do an analysis of the demo emphasizing how it met the salient points of the instruct.

Go over assignment details and instruct students to send their slides in to [email protected] two days before next class.

Encourage students to read the SRM as much as possible; read ahead, especially the section on “debates”.

Remind class to fill in the Lesson 2 Journal and Reflections sheet and hand it in.

Take any questions and encourage students to contact any of the instructors for further information or concerns. “If you are going to miss a class, please let us know. We can then call you and help you catch up for the following class.”


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Remind class who is bringing treats, introducing and thanking the speaker next week.

Introduce the Speaker

Student introduces “Theme Talk” speaker

Theme Talk: Projecting Confidence

Secretary does a four-step formula talk of about 5 minutes, using slides, on the topic of “Projecting Confidence”.

Thank the Speaker

Student thanks the instructor who spoke and declares class over.

Post Class Email

Needs to be customized for each course:

Fellow Christophers,

You projected your confidence and stretched yourselves last night…keep those vocal cords working all week! New "Student List” attached with ……. info added.

Please send you presentation slides by Monday evening to [email protected] and arrive, as you did this week, by 5:55pm for a 6pm start.

A little reminder about the homework for Fielding Audience Questions: Two minute, Four Step Formula Talk with at least 2 slides (can be more); total 4

minutes with the questions

Advise audience at the beginning to hold their questions to the end, but be ready in case some questions are asked during the talk. Answer at most 2 during talk.

Listen to the question & thank the questioner looking at them then answer to the whole audience (remember eye contact and smile)

Take brief questions and be brief with your answers (this is not a discussion just short answers)

Read your Student Resource Manual for useful openings to preface your answers.

If you have any questions please contact us (email or call :-)))

Practice, practice, practice=> standing up and out loud. Experiment with your slides for the best moment to reveal them and remember…

Look & smile at the audience; they are your friends!

See you all next week,

Your Instruct Team


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WEEK 3: PERSUADING OTHERS1. Student slides (sent in 2 days earlier) need to be embedded into Lesson 3 Power Point

presentation. Students names go on a black slide before their PPT.

2. Place nametags at assigned seats. Create different pairs from Lesson 2 & record seating plan. Return Lesson 2 Journal and Reflections sheets.

3. Goals of the class are to introduce the importance of professional attire, tips on how to be persuasive, and prepare for semi-impromptu Job Interview Workshop.

4. Prepare slips of paper with debate topics and paired numbers (depends on the number of students in the class; if there is an odd number then an instructor will have to be paired with a student.

5. Set up the lectern for later. You can choose to use it throughout this class if you wish.

6. Secretary times the class, does opening, gives theme talk on persuasion, and chairs “D” Part.

Opening

Welcome, news to share, ask if anyone didn’t send in their slides, in which case, slides on a memory stick can be embedded at break and the student can talk right after break.

Briefly introduce the theme.

Ask students to take out Journal and Reflections sheet for Lesson 3 to fill out.

Power of Voice

Start with a physical warm-up and then a voice warm-up from the SRM (different from last week). Make it fun and energetic.

Recap Fielding Audience Questions

Remind students how Think, Pair, Share works and have students take the T.P.S. sheet for Lesson 3 out, from the back of SRM (explanation of T.P.S.). Students will be paired with a different classmate from the previous week, if necessary using an instructor to complete a pair.

Encourage students to be positive and avoid being defensive when questions are asked. Remind students to listen to the question carefully, have eye contact with the questioner, thank the person for their question but give a brief answer to the whole audience.

Recap techniques like paraphrasing, repeating the question, depersonalizing the answer. Remind students to always answer the question and if they don’t know the answer, then admit it, and promise to research the question and get back to the person soon.

Go over useful openings for answering questions (see SRM).

Encourage students to ask questions when their classmates are presenting…it result in a fun and lively presentation.

There are slides for this recap.

Point out how the speeches will be timed — 2 minute talk with at least 2 slides; at most 2 questions during the talk and the remainder at the end of the talk. The talk will take 4 minutes in total. Secretary shows the green paddle at the 3-minute mark and the red paddle


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at the 3 minutes 45 second mark, so the presenter can finish answering the last question then give a summation.


When everybody has spoken, the re-cap instructor returns to the front and chairs the Think, Pair, Share session. See Week 2 for TPS details.

Break

Students supply treats.

Welcome Back

Thank contributing students for treats and ask for volunteers (2) for next week.


Debate (impromptu)

Debate is an argument with rules. Instruct is in the SRM. Prepare slips of papers with one set of 3 debate topics on each and a second set with pairs of numbers, so students can be in paired up at random. Students will need to decide which of their 3 questions to debate, and who, of the pair, is going to speak to the “pro” or “for” the position of the statement and who is going to speak “con” or against the statement. Debate statements are worded: “be it resolved that…” For example “be it resolved that a debate is valuable”.

This impromptu will develop rapid thinking and keen listening skills; it is also lots of fun.

Student 1: tells the audience the statement and then speaks for 1 minute for the argument.

Student 2: speaks for 1 minute against the statement.

Student 1: (having listened carefully to student 2) gives a 30 second rebuttal.

Student 2: (having listened even more carefully to the rebuttal of student 1) gives a 30 second rebuttal to both student1’s original talk and their rebuttal.

Instructor chairs the debate and if needed, two instructors should be prepared to do a demo. The pace should be fast and students should have lots of fun.

Secretary times the talks with a bell. At the end of each debate the instructor leads in applause. Discuss the general experience and lessons learned with everybody participating.

Next Week’s First Assignment: Professional or Persuasive Talk Using a Lectern

This is essentially a normal 2-minute Four-Step-Formula talk with at least 2 visuals (can be more), with brief notes allowed on a lectern. There are instructions in the Student Reference Manual. For a small class, this can be an opportunity to practice answering questions in the context of a typical professional presentation; in that case allow up to 2 minutes extra for questions. Because there is a second assignment to instruct this week, this needs to be a very brief instruct concentrating on the use of notes and a lectern.

Demo of “A Persuasive or a Professional Talk”

This demo is normally omitted to save time, since the Theme Talk for the evening can serve as the demo.


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If there is a demo, the instructor does a two-minute, professional or persuasive, four step formula talk with at least 2 slides using the guidelines in the SRM. The instructor doing the demo should choose a somewhat serious topic, and use the lectern and brief point-form notes. In the demo, if questions are going to be allowed next week, take 2 questions during the talk and the rest at the end. The secretary times the talk so that the instructor can give a clear summation at the end and not go over the 4 minutes in total.

Briefly analyze the demo presentation, and ask the person who gave the demo to show their notes, illustrating that they are very brief and use one of the formats in the SRM.

Next Week’s Second Assignment: Job Interview Workshop

Next week’s “impromptu” talk will be a workshop on job interviews, which will give students practice answering the kind of behavioural interview questions that are common in industry and government. Briefly instruct the STAR formula (see SRM; slides available) and explain that each student will have an opportunity to answer one or two questions taken from the Student Reference Manual. Just as in many real job interviews, the student will know the general format of the interview process but will have to improvise answers on hearing the actual questions. We offer each student the option of asking for questions from a particular category in the SRM that are appropriate to that student’s job situation.

Remind students of the importance of first impressions and proper dress for interviews.

Demo of Behavioural Job Interview

Two instructors act as an interview panel, with one instructor as the job seeker. Demonstrate arriving for the interview (see First Impressions in SRM) and one question from the SRM with STAR formula answer. Explain mapping of response to STAR.


Recap the main presentation assignment and instruct students to send their slides in to [email protected] two days before next class.

For next week all students need to read the section on interviews and especially the “Behavioural Interview Workshop” in the SRM. Just as in a real job interview, they should plan responses using the STAR formula to typical behavioural questions. It really helps to have thought out in advance what past challenges are best to use as examples.

If a student prefers questions relevant to a particular job or from a particular category in the SRM, they should state that in the same email used to submit their slides for their persuasive talk.

Remind class to fill in the Lesson 3 Journal and Reflections sheet and hand it in.

Take any questions and encourage students to contact any of the instructors for further information or concerns. “If you are going to miss a class, please let us know. We can then call you and help you catch up for the following class.”

Remind class who is bringing treats, introducing and thanking the speaker next week.


Student introduces “Theme Talk” speaker


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Theme Talk: Persuading Others

Secretary does a 5-minute four-step-formula talk, using lectern and brief notes, on tonight’s theme of “Body Language”. Time will probably not permit questions during the talk.

Thank the Speaker

Student thanks the instructor who spoke, and secretary declares class over.

Post-class Email



We welcomed back ------ but missed -------; you fielded tricky questions last night, kept your cool and were very gracious with your audience. Keep your wonderful energy up for next week.

Speak with conviction in week four!

Please send your presentation slides by Monday evening to [email protected].

A little reminder about the homework:

Persuasive/Professional Talk

Two minute, Four Step Formula Talk with at least 2 slides (can be more)

[Add section on questions if they are going to be allowed.] Remember to continue to gesture and avoid holding on to the lectern.

Read your Student Resource Manual for additional details.

If you have any questions contact us (email or call).

Persuasive Talk: -attempt to influence others to take a certain action or adopt a certain viewpoint (more action oriented)

Professional Talk: -create awareness about a subject or bring attention to a subject, anticipating audience concerns and answering those concerns (more idea oriented).

To be ready for the Interview Workshop you need to read the "Interview" section of your Student Manual, especially the "Behavioural Interview Workshop" section, and send your suggested job area along with your persuasive presentation slides.

A good speech is one with a good beginning and a good ending, which are delivered with enthusiasm!

See you all next week,

Your Instruct Team


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WEEK 4: BODY LANGUAGE 1. Student slides (sent in 2 days earlier) need to be embedded into Lesson 4 Power Point

presentation. Students name should go on a black slide before their PPP.

2. Bring camera & memory sticks to video each student’s talk and load each video on their memory stick already labeled with their name. Complete any headshots not already taken.

3. Place nametags at assigned seats & record seating plan. Return Lesson 3 Journal & Reflections sheet.

4. Set-up lectern and sound system. Have a glass available for the toast.

5. One goal of the class is to emphasize the power of body language which is 58% of communication and if you add ‘tone of voice’ (35%) it becomes 93% of communication with words being only a mere 7%. Important both for the Persuasive Talk assignment and for the Job Interview workshop. Also learn to use a lectern with fixed microphone.

6. Another goal is to build confidence through the job interview workshop. Students have been asked to prepare for it. Because it takes longer than most impromptus, only small classes have enough time to allow questions during the Persuasive Talk (with the exception that students who missed week 3 should always get a chance).

7. Secretary times the class, does opening, gives theme talk on an aspect of Body Language and chairs “D” Part.

Opening

Welcome, news to share, ask if anyone didn’t send in their slides, in which case, slides on a memory stick can be embedded at break and the student can give their talk after break.

Introduce the idea that their graduation celebration will be a potluck or takeout meal at the start of Week 5. Takeout may make more sense if most students come straight to class from work. Potluck provides more varied food and may cost less. Take a vote to decide, and if it is potluck circulate a signup sheet for contributions (safer with small class size).

Briefly introduce the theme … how powerful body language is in communication. Refer to SRM for different aspects of body language…posture, facial expressions, eye contact, smiles, handshake and hand & arm gestures.

Ask students to take out Journal and Reflections sheet for Lesson 4 to fill out.

Power of Voice

Start with a physical warm-up and then a voice warm-up from the SRM (different from previous weeks). Make it fun and energetic.

Recap Persuasive/Professional Talk and Lectern

Remind students how Think, Pair, Share works and have students take the T.P.S. sheet for Lesson 4 out, from the back of SRM (instructions on back of sheet). Students will be paired with a different classmate from the previous week; if there is an odd number of students then use one of the instructors to complete a pair.

Remind students to adjust the lectern to their desired height so they can glance down at their point-form notes but not read their notes or have their head bobbing because the lectern is too low. Our talks are short, so notes may not be as important as they can be with


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a longer talk. Remind them to place their notes on the lectern but keep their hands free for gesturing. Never grasp the lectern nor lean on it. Your focus should always remain on the audience.

Remind the students about the timing…a green paddle at the 1minute 30-second mark and a red paddle at the 1 minute 50 second mark. If there is a small class and you are allowing questions, then the timing will be longer. The talk will take 4 minutes in total. Secretaries shows the green paddle at the 3 minute mark and the red paddle at the 3 minutes 45 second mark, so students can complete answering the last question and then give their summation.


When everybody has spoken, the re-cap instructor returns to the front and chairs the Think, Pair, Share session. This is timed with a bell (Secretary). See details in Week 2.

Break

Students supply treats. Circulate “Pot Luck” contribution sheet if it is needed, and visit with students and answer any questions about Lesson 5.

Welcome Back

Thank students who brought treats and confirm that everybody has had a chance to sign up for the Pot Luck (food & drink) if that format has been chosen.


Behavioural Interview Workshop

Background info and sample questions are in the Student Reference Manual.

The workshop process is new for this edition of APC. A pair of students and one instructor form an interview group of 3. For a typical

instruct team of 4, this allows at most 8 students, which experience has shown to be a good class size. With an odd number of students, an instructor and a student form a group of 2 because with 3 students in a group the workshop runs too long.

Each student has a turn as job seeker, with the other two acting as interview panel.

Students are asked to email to the instruct team in advance what kind of job they are applying for in the workshop (for example retail sales, software development, civil service management) so that the instruct team can select suitable questions. Questions are either directly from the SRM or slightly adapted to fit the job.

Typically the first student is asked 2 questions then the students reverse their roles. If student answers are very brief, ask more questions to fill the 8 minute time slot.

Both members of the interview panel take notes in PEP style for each question. A form is provided in the Reference Materials section of the SRM.

Suggested timing is 5 minutes to instruct on the process, form teams, and split up. 8 minutes for each student’s interview, 2 min. for individual PEP in the interview group. 10 minutes to reconvene and discuss around the table.


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Next Week’s Assignment: Master of Ceremonies Using a Lectern and Fixed Microphone, Toast and Thank-you Using a Handheld Microphone

Refer to SRM for details for instructing Master of Ceremonies techniques using a lectern and a fixed microphone. Go over the details listed in the SRM; there are slides for this instruct in Lesson 4 PP’s. Instruct the use of both the fixed and handheld microphone (see SRM). Next week students need to be prepared to be a Master of Ceremonies for an event of their choice. The presentation is 2 minutes long; they can use notes, a lectern and a fixed microphone (no slides are used for this presentation).

Instruct “The Toast” using a handheld microphone. This is similar to presenting a gift in CLC 1 (see SRM). There are slides for this instruct. Emphasize friendliness, humour, setting the scene using the OAGT

Allow them to practise using the microphone at some point during the instruct or after the demos.

Demo of Master of Ceremonies

Instructor does a two-minute demo of a Master of Ceremonies scenario for an event of their choosing, featuring all the points described in the SRM. The demo should include the use of a lectern and a fixed microphone. Secretary times this, giving a green paddle at the 1minute 30-second mark and red paddle at the 1 minute 50 second mark.

Demo of Toast and Thank-you

Instructor does a 1-minute demo of a toast (could be the same instructor who is doing the Master of Ceremonies demo and they could use a person who might be at their event of their example). Then, the instructor pretends to be the recipient of the toast and gives a 30 second “thank-you”. See the examples in the SRM.


Do an analysis of the demos emphasizing how the demo met the salient points of the instruct of the Master of Ceremonies using notes on a lectern and a fixed microphone.

Then do an analysis of the toast and thank-you using a handheld microphone.

Encourage students to read the SRM for further details.

Remind class to fill in the Lesson 4 Journal and Reflections sheet.

Take any questions and encourage students to contact any of the instructors for further information or concerns. Remind the class to bring their food (if pot luck) or collect cost of takeout, and remind them who is introducing and thanking the speaker next week.


Student introduces “Theme Talk” speaker.

Theme Talk: Persuading Others

Secretary does a 5-minute four-step-formula talk, using slides and optionally notes, on tonight’s theme of “Body Language”.


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Thank the Speaker

Student thanks the instructor who spoke and secretary declares class over.

Post-class Email



You were your very persuasive best last evening! Next week we celebrate and toast all our participants!

Come hungry & ready to be a Master of Ceremonies at an event of your choice.

Pot Luck list … or reminder of the cost of takeout food, for any who have not paid.

(List students and their contributions)

The instruct team will bring the beverages and dinnerware.

"Coming together is the beginning, keeping together is progress, working together is success.”

Your Instruct Team

p.s. The video “Secrets of Body Language”, available on YouTube, is worth watching. Just search for it by title.


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WEEK 5: CELEBRATING SUCCESS1. Have APC graduation Certificates and “Warm & Fuzzy” sheets (one for each student with

their name on it and everybody’s head shot) ready.

2. Add instructor comments to those sheets.

3. Instructors sign everybody’s graduation certificate.

4. Have two books purchased for the draw (promised in Lesson1), for handing in Journal and Reflections sheets over the previous four weeks.

5. Have CLC promotional material to hand out.

6. Prepare room for Celebration banquet (food & drinks, plates, serviettes, glasses for toasting, cutlery).

7. Set up microphone & lectern and have glasses & non-alcoholic drink for toasting.

8. Prepare slips of paper with all names including instructors for the Toast impromptu.

9. Place nametags at assigned seats (different from last week). Return Lesson 4 Journal & Reflections sheet and place student’s “Warm and Fuzzy” sheet at their place.

10. Secretary times class and gives Theme Talk.

Opening

Welcome class after food & beverages are set-up. Ask for news to share, thank students for their contributions, explain the “Warm and Fuzzy” sheets and invite everybody to share the Pot Luck.

Meal

Enjoy the company and the food. Secretary set an alarm and give a 5 minute warning; it is easy to run late.

Beginning of class

Re-arrange the table and/or class (depending on the location) and call students to their places. Ask them to fill in the Lesson 5 Journal and Reflections sheet.

Power of Voice

Start with a physical warm-up and then a voice warm-up remembering that everybody has just eaten. Use possibly a fun tongue twister, or a song if you have not tried that yet. Try to engage the students something imaginative and new.

Recap Master of Ceremonies, Fixed Microphone & Lectern

Briefly go over Think, Pair, Share and have students take sheet out of their binders. Use PP slides to describe best practices for fixed microphone and lectern use.

Instructor invites up first student to do their 2-minute Master of Ceremonies presentation. Remind the students about the timing…a green paddle at the 1 minute 30-second mark and a red paddle at the 1 minute 50 second mark. Choose a student at one end of the table and just go around the table in sequence, having the student who has just completed invite up the next student.


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After the last student, the instructor comes back up to lead in Think, Pair, Share (timed with a bell by the Secretary). See Week 2 instructions for process.

For Master of Ceremonies this can be shorter because there are no slides and students have become quite good at speaking.

Draw for Submitting Journal and Reflections Sheets

Team Lead has assembled, over the four weeks, the collected comments from the students. Tell students how we use their comments to develop the course and make changes. Some changes are immediate and some take longer to implement….explain “why”.

Share some of the specifics that the students expressed (what some of their requests were).

Inform students that if the same name is picked twice, then another name will be drawn.

Have two books ready…describe the books to the class, why they were chosen and invite one student up to pick a paper from box containing the collected names, placed there every week.

Student whose name is drawn, come up picks a book and draws a second name (if it is the same name then have them pick another one).

Thank all the students for their candid comments and helping us advance this course forward.

Draw Names for the Toast (impromptu)

Instructor reminds student of last week’s Toast and Thank-you instruct. Students and instructors each draw a name (instructors’ names are included) and at break talk to that person to learn biographical details to include in a toast.

The instructor for Toasts draws the first name and will give the first toast. That person draws next, then the person they drew, and so on. The Toasts instructor’s name is kept separate, and is given to the last person whose name is drawn.

Break

More food and camaraderie. Everybody circulates, interviews the person whose name they have drawn and prepares their Toasts. This is also a chance to add to this week’s Journal and Reflection sheets, and to any outstanding Warm and Fuzzy sheets.

Welcome Back and Toasts and Handheld Microphone

Recap the Toast and Thank-you instruct (use SRM and PP slides) and handheld microphone. Toasts are given from the front. Go through in detail the mechanics of the holding of the microphone, picking up the glass, asking everyone to rise and toast………(name).

Toasts instructor starts the circle by giving their toast to the person whose name they have drawn, and the recipient of the toast thanks then stays at the front to make their own toast. The process continues until everybody has been toasted, ending with a toast to the Toasts instructor, who thanks for that toast then invites all instructors to front.

Presenting of APC Certificates

All the instructors (or any other appropriate arrangement) give out APC Certificates to the graduating students.


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Christopher Promotional Talk

Use the example scripts and slides (see below) as a guide.

Introduce Theme Speaker

Volunteer student introduce instructor.

Theme Talk: Celebrating Success

Secretary gives a talk on a theme of celebrating the success of the students, inspiring the students to use their new skills and sharing positive experiences of their own.

Try for slides with memorable images and inspiring messages.

Thank the Speaker

Volunteer student thanks the instructor.

Closing

Secretary asks for completed Journal sheets, congratulates all the students, and says final words of encouragement.

Post class email


Be your best self!

You were all your sparking best Wednesday evening!

Keep using the five weeks of skills & experiences as a starting point for continued development.

You have: "Put your future in good hands - your own. "

Take every opportunity to say "yes" to challenges and worry about how later. Share the leader in you with everyone around you…at work, at home, socially and volunteering.

Pick up your 'Student Resource Manual" from time to time and check out the list of references for continued development of your skills and growth in your journey as a leader and presenter.

Bon voyage,

The Instruct Team


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INSTRUCTS AND TALKS

LESSON 1

LESSON 2

LESSON 3

LESSON 4

Malle’s Theme TalkLesson 4 – Persuading Others End Talk

Fellow Christophers:

Hook: Broadcaster and author, Terry O’Reilly, calls this the “Age of Persuasion”

Point: The three C’s of persuasion. Slide #1

Ex.: Persuasion starts with connection.

1. Connection: Slide #2

You and I have to connect….whether with eye contact, a smile. We learn about

connection at birth. Slide #3

The father, holding the camera, the mother and the baby are connected.

2. We have to have an idea, a belief, an action or a product that we think are convinced

is of value to share

3. Now we need a plan: Slide #4

we need to set specific goals.

-when I opened my office I hired 3 terrific people who had been used to working 9 to 5,

an hour for lunch.

I wanted to change their hours…people usually don’t like change…especially about their

working hours.

I planned first… then I

ACTED…put the plan into action. Slide #5


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It took me a year to persuade them to buy into the changes I wanted…remember the

Sales Talk…YOU & BENEFITS

--9 to 5….an hour for lunch…40 hour week

--8 to 4…an hour for lunch but a half day Friday…`35 hour week

--half day Friday was great but we had a PROBLEM

ADAPT & ADJUST: Slide #6

Problem with Friday: Emergency calls often made us go late so we ended up working

longer than a half day.

WE adjusted: -worked a full day every other Friday

We adapted to enjoying that alternate Friday off…so…

-in the end we adjusting even further…we took those Friday hours…added them to each

day over a two week period by reducing the lunch to half a hour

We ended up working fewer hours, a four day week and we were more productive

WRAP UP: So, connect first, make a plan…take action…adapt when needed…and you

can persuade your audience with conviction and achieve your goal

There are Power Point slides to go with this embedded in a version of Lesson 4.

LESSON 5

Danny’s Promotional Talk(Start with screen blank)

Fellow Christophers

I think it would be fair to say that when most people wake up in the morning (boy waking up)

They aren't thinking about getting a root canal, adopting a highway or taking a public speaking course (3 slides)

(blank screen)

Now I don't know for sure how someone decides to get a root canal or to adopt a highway,

but I do know that before taking a public speaking course, they usually need to be persuaded by a person of influence - a trusted friend, family member, or colleague.

You can be that person. Share the Christopher Magic (Christopher slide)


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For me, the best way is (slide) One on One

I tell them that taking the Christopher course is not a drain on you after a busy day, but rather like (slide) a night at the spa (energizing and yet relaxing)

You will get to (slide) meet new friends, some who are curious and some who are nervous.

Developing your public speaking skills is a great way (slide) to find your voice.

Public speaking skills (slide) are important

It looks good (slide) on a resume

You can use your new found skills at Work / in family / in community (3 slides)

One thing I have learned, though, is that you should never beg someone to take the course, that's a turn off.

(blank screen)

Your assignment, for the rest of your life, is to share the magic of the Christopher Courses.

And lets get (slide) those sales going up!

There are Power Point slides that go with this talk.

Danny Christopher Sales Talk.ppt (embedded in Lesson 5 slides)


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