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THIS SESSION IS FULL!!!
PLEASE MOVE TO THE CENTER OF YOUR ROW
PLEASE DO NOT LEAVE ANY EMPTY SEATS BETWEEN YOU AND YOUR NEIGHBOR
Vic LechtenbergVic Lechtenberg
Acting Executive Vice President Acting Executive Vice President for for
Academic Affairs and ProvostAcademic Affairs and Provost
David NelsonDavid Nelson
Associate Director, Associate Director,
Center for Instructional ExcellenceCenter for Instructional Excellence
Chantal Chantal Levesque-BristolLevesque-Bristol
Director, Center for Instructional ExcellenceDirector, Center for Instructional Excellence
&&
Professor, Educational StudiesProfessor, Educational Studies
Presentation Techniques
Dr. Pete BillDirector of Veterinary Technology
College of Veterinary Medicine
Set CLEAR goals (objectives) for what you want to accomplish
• Give an overview at the beginning of your presentation
• Keep your presentation focused on these goals
• These goals constitute your summary points also!
Before you give your presentation
Before you give your presentation
Organize your lecture
• Using an outline helps
• Go from simple to complex
• Move from concrete to abstract
• If you have tangents, always bring it back to your main points
During your presentation
Utilize “Attention” techniques initially
• Pose a question
• Do a demonstration
• Raise a moral or ethical concern
• Describe a situation or scenario
During your presentation
Intersperse “Attention” techniques during presentation
• Change pace or inflection
• Use the well-placed pause
• Switch modes of presentation (e.g., 2 minute buzz session)
Use of HumorThin line between being “humorous” and being offensive, sarcastic, condescending, or politically incorrect.
Don’t use politics, religion, ethical issues as topics for humor.
It’s safe to use yourself as a foil
Self-deprecating humor is okay as long as you don’t appear to be wanting pity
Don’t wait for laughter to your humor … keep right on going!
Other Tips
Get out from behind the lectern
Get familiar with the microphone
Change direction of your voice (increases attentiveness)
Use hand motions to punctuate key points, but don’t wave, gesture randomly
Make eye contact with the audience
Smile, be sincere, be enthusiastic – but don’t be phony
Rules to remember
1. Media doesn’t teach, you do
2. Media should not distract attention from where you want the students to focus
3. Select a medium with which you are comfortable (chalk board is okay!)
4. When in doubt, keep it simple so your message is not lost
Fonts• No more than 2 font styles per presentation
please!• Avoid “wild and crazy” fonts (same for bullets)
Times New Roman
Arial Font
Arial Narrow Font
Arial Font Bold
16 pt. lowercase
18 pt. lowercase
20 pt. lowercase
22 pt. lowercase
24 pt. lowercase
28 pt. lowercase28 pt. lowercase
32 pt. lowercase32 pt. lowercase
36 pt. lowercase36 pt. lowercase
40 pt. lowercase40 pt. lowercase
44 pt. lowercase44 pt. lowercase
Fonts Size
Titles
Body of text
Font Color & Background Color
Provide appropriate contrast between font and background using color and brightness
Background Patterns
Avoid patterns!
Changes in background color or white/dark background can cause loss of contrast!
Avoid patterns!
Changes in background color or white/dark background can cause loss of contrast!
Background Patterns
Avoid patterns!
Changes in background color or white/dark background can cause loss of contrast!
Background Patterns
Use of Pictures
1. Make sure the picture is relevant to your presentation
2. Realize the “cute” or “humorous” pictures will shift the attention of your audience
Use of Pictures
1. Make sure the picture is relevant to your presentation
2. Realize the “cute” or “humorous” pictures will shift the attention of your audience
3. Detailed photograph or image versus simple diagram
Animations, Slide Transitions, Sounds
• Often used because they are “fun”
• Too often are distracting
• Repeated use becomes annoying
• First time hear sound = “interesting”
• Second time hear it = “okay”
• Third time = “really annoying”
Remember
No one knows what you are intending to do or say … so you have freedom to improvise
Or, if you screw up and leave something out, no one is going to know
EVERYONE gets nervous before speaking … EVERYONE!! It’s normal!
Good preparation decreases anxiety.
David NelsonDavid NelsonAssociate Director, Associate Director,
Center for Instructional ExcellenceCenter for Instructional Excellence
Creating an Optimal Learning Environment
34
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
• TO DO IT, YOU HAVE TO:
know the mandates
use the guidelines
35
SPECIFIED MANDATES
• DISABILITIES
• HARRASSMENT / DISCRIMINATION
• PRIVACY
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
36
DISABILITIES
• Mandate: Section 504, Rehabilitation Act of 1973; & Title II of the Americans with Disabilities Act, 1990:
– Prohibits discrimination based on disabilities, i.e., denial of academic adjustments….
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
37
DISABILITIES
– Public entity shall make reasonable modifications.…. unless it can demonstrate that the modifications would fundamentally alter the nature of the service, program or activity.
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
38
DISABILITIES
• Guidelines– Making reasonable accommodations does not
mean giving unfair advantage to some– Treating all students the same is not
necessarily treating them fairly– Fair means leveling the playing field, so that
students have an equal opportunity to learn.
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
39
CAMPUS CONNECTIONS
• Center for Instructional Excellence Website: http://www.purdue.edu/cie
• Office of Dean of Students [Disability Resource Center] Website:
http://www.purdue.edu/ODOS
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
40
DISCRIMINATION
• Mandates: Title VI: Civil Rights Act of 1964
• Title IX: Education Amendments of 1972
– Prohibit discrimination based on sex, race, color, national origin, sexual orientation, marital status, age, parenting status, pregnancy, campus team membership, etc.
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
41
DISCRIMINATION
• Guidelines
– Don’t create or condone a sexually, racially, etc. hostile environment
– Remember that harassment is a form of discrimination
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
42
DISCRIMINATION
– Be knowledgeable with examples:
• [unwanted] Sexual, etc., gestures, touches and advances
• Racial, etc., stories and ‘dirty’ jokes• Sexually, racially, etc., explicit
drawings, posters, written materials• Allowing age, sexuality, etc., explicit
classroom comments
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
43
DISCRIMINATION PREVENTION
• Know what it is– Ask respected colleagues when unsure
• Don’t do it
• Don’t allow it
• Take action against it once it occurs
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
44
RIGHT TO PRIVACY
• Mandate: Family Educational Rights and Privacy Act (FERPA) of 1974:
– Protects the privacy of student education records
– It is the right of students to have restricted, the disclosure of personally identifiable educational records
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
45
RIGHT TO PRIVACY
• Guidelines
– Do not use student names, e-mail addresses, or SSNs when posting grades
– Do not transmit confidential information over email
– Do not draw attention to individual grades
CREATING AN OPTIMAL LEARNING
ENVIRONMENT
46
MANDATES SUMMARIZED
• DISABILITIES
• HARRASSMENT / DISCRIMINATION
• PRIVACY
CREATING AN OPTIMAL LEARNING
ENVIRONMENT