Lesson plan presentation skills 30th sept

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Information about Lesson plan presentation skills 30th sept

Published on March 11, 2014

Author: ILRI-Jmaru

Source: slideshare.net

SESSION PLAN Programme Title ILRI Graduate Fellowship Modular Training Course Title Research Methods, Data Management & Presentation Skills Topic Presentation Skills - Introduction No on Register TBC Facilitators Joyce Maru, Muthoni Njiru, Susan MacMillan, Tezira Lore, Albert Mwangi Room ILRI Room 720 Tutorial Taught √ Workshop √ Other (state) Learning Outcomes (1-essential; 2-desirable) To identify the characteristics and skills of an effective presenter, and apply these in your own presentations To identify the key ingredients of successful presentations and learn how to prepare the beginning, middle, and end of a good presentation To recognize the importance of preparation and rehearsal to ensure the success of a presentation To evaluate own communication style and recognize how this impacts on your audience Overall to Increase the comfort, effectiveness, professionalism, clarity, and confidence of the students’ presentations. Pre related topics Post related topics The learners research topics that relate to ILRI projects Communicating your research findings - How to create scientific posters - Use of multimedia in presentations - Use of visuals in presentations - Scientific writing - Story telling - Interview techniques Timing Facilitator Activities Learner Activities Including Differentiation and Extension Activities 15 mins Introduction Icebreaker activity 2 options see annex 1 Share objectives slide 2 Why are you here? Ask learners what they hope to get out of the session. Make a note of these aspirations/concerns and compare with the already shared objectives. Discuss any gaps and agree how these will be addressed e.g. follow up session Take turns to introduce themselves Participate in icebreaker activity Participate in discussion re: expectations 5 mins Slide 3 - Introduce the topic using ‘Peter Drucker’ quote and discuss why it’s important for young and upcoming scientists to be able to effectively communicate. Ask learners to give examples of the kinds of presentations they give or plan to give Active listening through Q & A Take notes Share experiences 10 mins Slide 4 – Ask the learners to give reasons through sharing own experiences why they may have ended up being so bored and not listening to a presentation. Flipchart answers with an aim to brainstorm the factors that makes great presentation or what makes presentations ineffective. Possible Take part in group discussions Provide feedback Take notes

answers see presenters notes on slide 4 15 mins Expose Slide 5-12 – Tips of an impactful presentation. Discuss significance, structure, simplicity and Rehearsal. Involve learners through Q & A and allow them to also share own experiences Demonstrate simplicity by showing examples of busy slides/posters and simple and effective slides/posters. ILRI examples? Active listening through Q & A Take notes 15 mins Slides 13 & 14 Presenters impact and body language tips. Keep making references to earlier group exercise as it’s anticipated that ineffective body language would be identified as one of the factors. (Tezira Lore) Actively listening Share experiences re: different sources of information 15 mins Slide 15 – overcoming nerves during presentation. Ask learners whether they ever feel nervous when presenting and how they overcome these nerves if at all. Watch you tube video on how to overcome nerves during presentation. The video is too long so will start from 6.30minutes to the end – the bit that concentrates on techniques for overcoming nerves. Active listening through Q & A Share own experiences Watch video Take notes 15 mins Tea Break 15 mins Explain to learners that there are other ways that are equally effective in putting your message across. Explain that there will be other communication related modules to be offered soon e.g. - Story telling - How to create scientific posters - Use of visuals and multimedia in presentations - Scientific writing - Interview techniques Slide 16 – Invite Susan Macmillan to give a 5 mins mini session on story telling Slide 17 – invite Muthoni Njiru to give a 5 mins mini session on use of visuals and multimedia. Demonstrate using examples Active listening Take notes where necessary 15 mins Slides 18-27- resources for enhancing presentations. Share with learners but also ask them to share others that they may have used effectively and have not been mentioned. If they have experience any of the ones shared they can also talk about the pros and cons for each Active listening through Q & A Share experience on any tools that they have effectively used to enhance presentations 10 mins Slide 28- recap key points/summarize the session using the video clip on Steve Jobs presentation techniques. Ask if learners have any question Watch video Participate through Q & A

or anything they require clarification 50 mins Workshop to prepare and rehearse for 5 minutes presentations using the tips learnt. The subject of the presentation can be relevant to their study. It could be extracted from a presentation that they plan to make or have given in the past and would like to improve on. Share slide 29 – ‘what to consider when preparing’ and leave it exposed so that they can keep making reference to it. 12.30 – 2pm lunch break 2hrs 15 mins Slide 30 – Toastmasters session Each learner gets 5 mins to present to the rest of the group in turn. Strict timekeeping and they’ll be stopped at 5 minutes Each learner will also get 2 minutes feedback from a panel (Joyce, Susan, Muthoni, Tezira and Albert) and from their peers. Only maximum of 3 feedback givers for each presentation. Each feedback giver will state one thing they liked about each of the presentations and one thing that could be improved – could they identify the main point of the presentation – the one question that matters most? Make a presentation to the group Provide feedback to their peers 15 mins Summarise the toastmasters’ session and discuss the relevance, did they enjoy, what could be improved etc. Evaluate the session as a whole Remind and discuss with learners about future planned sessions Participate in discussions e.g. what they enjoyed, what they thought they could be improved on etc. Provide feedback by completing the evaluation forms Resources (including E learning) Formative/Summative Assessment Hand-outs Interactive white board PowerPoint presentation Flip chart Laptops Stopwatch/timer Q & A Making presentations/being able to provide feedback REVIEW Achievement of Learning Outcomes Action Points

Annex 1 Icebreakers Option 1 How well do you use your alphabet? Ask learners to have spontaneous conversations by beginning each statement with a particular letter of the alphabet. Divide the class into 5 groups or less depending on numbers and tell them to imagine they are in a typical work setting and are to have a conversation by alternating each statement with a consecutive letter in the alphabet. The pairs can practice and then play in front of all other participants with the winning group receiving a prize or play less competitively in pairs. Example: Rob: All next week, I’ll be very busy Jane: Bet you’ll be doing some work in the labs! Play quickly and spontaneously and not think too hard about what to say next To save on time, you can split up the alphabet as per the example below Group 1 A B C D E Group 2 F G H I J Group 3 K L M N O Group 4 P Q R S T Group 5 U V W X Y Z

Option 2 Getting to know each other a. Fact or fiction? Ask everyone to write on a piece of paper THREE things about themselves which may not be known to the others in the group. Two are true and one is not. Taking turns they read out the three ‘facts’ about themselves and the rest of the group votes which are true and false. There are always surprises. This simple activity is always fun, and helps the group and leaders get to know more about each other. b. Interview Divide the learners into pairs. Ask them to take three minutes to interview each other. Each interviewer has to find 3 interesting facts about their partner. Bring everyone back to together and ask everyone to present the 3 facts about their partner to the rest of the group. Watch the time on this one, keep it moving along. My name is? c. My name is? Go around the group and ask each learner to state his/her name and attach an adjective that not only describes a dominant characteristic, but also starts with the same letter of his name e.g. generous Grahame, dynamic Dave. Write them down and refer to them by this for the rest of the session. They can write these on the name cards and display.

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