Lesson plan presentation skills 30th sept

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Programme TitleILRI Graduate Fellowship Modular Training

Course TitleResearch Methods, Data Management & Presentation Skills

TopicPresentation Skills - IntroductionNo on RegisterTBC

FacilitatorsJoyce Maru, Muthoni Njiru, Susan MacMillan, Tezira Lore, Albert MwangiRoomILRI Room 720

TutorialTaughtWorkshopOther (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 topicsPost 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


Facilitator ActivitiesLearner 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 its 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 answers see presenters notes on slide 4 Take part in group discussions

Provide feedback

Take notes

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 experiencesDemonstrate 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 its 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 or anything they require clarification Watch video

Participate through Q & A

50 minsWorkshop 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 minsSlide 30 Toastmasters session

Each learner gets 5 mins to present to the rest of the group in turn.

Strict timekeeping and theyll 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


(including E learning)Formative/Summative Assessment

Hand-outs Interactive white board

PowerPoint presentation

Flip chart


Stopwatch/timer Q & A Making presentations/being able to provide feedback


Achievement of Learning OutcomesAction Points

Annex 1


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, Ill be very busy

Jane: Bet youll be doing some work in the labs!

Play quickly and spontaneously and not think too hard about what to say nextTo save on time, you can split up the alphabet as per the example below

Group 1A B C D E

Group 2F G H I J

Group 3K L M N O

Group 4P Q R S T

Group 5U V W X Y ZOption 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. InterviewDivide 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.