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ULS Leadership Program: Presentations Workshop

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Considers a whole brain model for enhancing creativity and how the model applies to designing and giving presentations. Explores and provides opportunities to practice ideas and techniques for …

Considers a whole brain model for enhancing creativity and how the model applies to designing and giving presentations. Explores and provides opportunities to practice ideas and techniques for presenting effectively and more creatively. Includes list of sources.


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  • Peter Gray, psychology professor at Boston College, has also written that play “provides a state of mind that is uniquely suited for high-level reasoning, insightful problem solving, and creative endeavors of all kinds” ULS Leadership Program - Karen Calhoun - January 2013
  • Transcript

    • 1. Effective Presentations Workshop Prepared by Karen Calhounfor the ULS Leadership Program University of Pittsburgh 11 January 2013
    • 2. Let’s Play“Play is the highestform of research”—Albert Einstein Photo: http://en.wikipedia.org/wiki/Albert_einstein Public domain 2
    • 3. AND NOW TO BEGIN … 3
    • 4. Three Things We Will Think, Talk About, and Do Today* 1. Consider a “whole brain” model for enhancing creativity 2. Apply whole-brain thinking to designing and delivering presentations 3. Explore and practice ideas and techniques for making “presentations that teach and transform” We’ll also: • Try to cover your chosen areas of focus (from first exercise) • Go over instructions for Part 2 of this workshop (Jan. 17) 4*For sources, see last two slides
    • 5. AgendaTime Content or Activity10:00 Arrival – coffee, tea, water10:00-10:30 Getting started10:30-10:45 First exercise10:45-11:15 Whole brain model, audience and presenter11:15-11:35 Second exercise11:35-11:45 Short break11:45-12:15 Event design and content12:15-12:45 Lunch12:45-1:05 Conveying your message1:05-1:20 Third exercise1:20-2:00 Closing, recap, and final exercise 5
    • 6. Desired Outcomes• Enjoy ourselves!• Understand how “whole brain thinking” can help us improve the design and delivery of presentations• Open our minds to our own creativity and learn some ways to draw on it• Learn some presentation design, structuring and delivery techniques and ideas• Feel renewed -- build confidence and identity as influential communicators 6
    • 7. Evidence of Success?• Try one or more ideas from the workshop• Feel you’ve enhanced your abilities to design, frame, choose content and do presentations• Have more success engaging audiences with your presentations• Feel more confident and enjoy giving presentations more• Be a more influential communicator 7
    • 8. Four key elements of a good presentation: AM PM• Audience – where are they coming from? – what do they need to know?• Message – what are the most important things to get across?• Presenter – how to present with impact?• Medium – what’s the most effective medium to use? – how to control it? 8
    • 9. Assess Yourself: What Would You Like to Focus On?• Audience? Message?• Presenter? Medium?• Other? – In writing these on your audit handout, consider the pre- reading for the workshop, esp. designing presentations (ch. 1), and presentation stages (ch. 2) Handout: 9
    • 10. First Exercise (15 minutes)1. Individual work: Complete the self-audit and choose a couple areas of focus (5 minutes)2. Group work: Make an inventory of the F-Focus choices in your group; write them on a flip chart (5 minutes)3. Hang up your group flip chart (or place it so all can see it)4. Presenters numbered “1” report out (3 or 4 groups reporting x 1 minute each) 10
    • 11. AUDIENCE ANDPRESENTER 11
    • 12. The Enemy of Learning and Action: BoredomPhoto: National Media Museum 12Public domain. http://www.flickr.com/photos/nationalmediamuseum/3589381656/
    • 13. Here’s the Main Thing Q: How do I make presentations that inspire learning and action? A: Design and deliver with your whole brainJF Kennedy, “man on the moon” speech, 131961. Photo: NASA. Public domain.
    • 14. Ned Herrmann and Whole-Brain Thinking• Research dating from 1976• Brain research; research into the source of creativity• Led to measurement of “brain dominance”--preferred modes of thinking• Herrmann Brain Dominance Instrument (HBDI)• Whole brain model: four distinct thinking styles• Results applicable to self-understanding, creativity, teaching and learning, team building, more 14
    • 15. Herrmann Brain Dominance Model A and D: Cerebral Modes of Thinking A and B: WHOLE BRAIN C and D: MODEL Left Brain Right Brain B and C: Limbic Modes of Thinking 15
    • 16. Herrmann Whole Brain Thinking and Garmston/Wellman’s “Four Audiences” 16Compare to the Garmston/Wellman chart, page 45
    • 17. Herrmann Whole Brain Model 17
    • 18. Things to Notice about theWhole Brain Model and …(1) KNOWING YOURSELF AS A PRESENTER(2) KNOWING YOUR AUDIENCE 18
    • 19. Knowing Ourselves as Presenters and Using Our Whole Brains • We all have all four quadrants of the brain and their capabilities • Each of us, over our lifetimes, develop preferred ways of thinking, communicating, solving problems, making decisions: we have styles • No style of thinking is “better” than another; all are appropriate in different situations • You are not “stuck” with your preferred style: you can optimize your ability to think, solve problems, and communicate using different styles 19See handout: Sample HBDI individual profile
    • 20. Knowing Your Audience: Expect Them to Have Different Thinking and Learning Styles • Who are you and who do you want/need to be with this audience? • How do you want to speak with them? 20See also Garmston and Wellman 1992, 2-3
    • 21. Knowing Your Audience: Herrmann Brain DominanceDistribution Profiles of Tested Population (1993) – Top Four Rank Ordered by Gender Profile HBDI codes Percent Left Dominant 1122 21% Cerebral 1221 13% Dominant Male Left with 1121 11% Cerebral Right Right Dominant 2211 7% Female Right with Limbic 2111 16% Left Right Dominant 2211 13% Limbic Dominant 2112 12% Left Dominant 1122 10% 21 Source: Ned Herrmann Group, 1993
    • 22. What Does This Mean for Making Presentations?1. How do we present ourselves? – Our four selves : learning, working, social, and creative (see handout) – Be self aware – We bench our other selves when we don’t use them. Bring your whole brain with you!1. How are we perceived when we present, and how well do people learn from us? – Consider how the different brain dominance models affect how people learn – Present to all “four audiences” (scientists, “professors,” friends, inventors -- aka logical, organized, interpersonal and conceptual thinkers) 22
    • 23. Whole-Brain Teaching Techniques 23 Source: Herrmann 1991, 287
    • 24. Second Exercise (20 minutes)• Activity: 1. Each individual: Review the slides for this section, then create a one sentence summary of how using “whole brain thinking” can W- B- improve presentation design H- R- and delivery (5 minutes) 2. Group: Using your O- or A- summaries, create an acronym for either “whole” L- I- or “brain” (10 minutes) E- N- 3. Write results on flip chart; presenters numbered “2” report out – 1 minute Have some fun with this! only! 24
    • 25. Two Examples (there is a 3rd onpage 82 of Garmston Wellman) 25
    • 26. PURPOSE, DESIGN ANDMESSAGE 26
    • 27. Where Does Presentation Quality Come From?“All presentations are made twice.” Garmston and 27Wellman 1992, 1
    • 28. Event Design See Handout 28Garmston and Wellman 1992, 13: Event Design figure
    • 29. Breaking Down the Event Design• Purpose – 1. Who’s coming? – 2. What outcomes for audience by end of event?• Design – 1. Openings – 2. Body: How much content, how much interaction? – 3. Closings• Conveying the message – content + interaction, whole brain + whole body 29
    • 30. My Event Design for This Workshop See Handout 30
    • 31. How much content? • Too much content is worse than too little!!! Sustained • “The presenter’s content has passive limited value unless audiences understand it.” listening • In longer presentations, listeners need processing time • Processing time at 15 to 20 minute intervals?(Garmston and Wellman 1992, 17-20) 31
    • 32. 32
    • 33. Garmston and Wellman 1992, Five Stages,21-34 33
    • 34. How Much Time Do You Have?• Make sure your content and interactions fit!• Making a time-based agenda can help; practicing can help• Be aware of your key messages and focus on these• Be ready to skip over “nice to include” parts if you start running short 34
    • 35. Lunch! Photo: Library of Congress Public domain. 1939. 35 http://www.flickr.com/photos/library_of_congress/2179923542/
    • 36. PUTTING IT ALLTOGETHER 36
    • 37. Conveying Your Message 37Source: Garmston and Wellman 1992, 57
    • 38. Nonverbal Communication• Posture• Gestures• Movements• Voice, Timing• Face, Eye Contact• Visuals• Humor 38
    • 39. So, to communicate most effectively…• Design your presentations• Communicate with your whole brain• Communicate with your whole body 39
    • 40. “How to Be Insanely Great” - Handout – Another Source of Ideas and More 40
    • 41. Exercise Three – Messages and Audiences (15 minutes)Topic Audience1. Why I have chosen to work in A. Your parent(s) and some a library relatives at a family party2. How I learned to ride a B. A group of CPAs bicycle C. A class of kindergartners3. The best invention of all time* D. A research team of4. My favorite … (movie, book, sociologists celebrity, city, vacation …) E. A group of artists and5. Why recycle musicians6. Why I should get my money F. A group of computer back for … scientists 41 *for example, wheel, bow and arrow, electric light, telephone, paper …
    • 42. Instructions 1. Presenters numbered “3”: Choose a topic from 1 to 6, then choose an audience from A to F (2 minutes) – Deliberately pair your topic with an unexpected audience 1. Group: work with your presenter to design a 1- minute, whole brain, whole body presentation* (10 minutes) 2. Presenters: Give 1 minute presentations on your topic, to your chosen audience (3 x 1 = 3 minutes) 3. All: Have fun with this! It’s ok to exaggerate. The intent is not to evaluate the presenter or the content, but to play with some of the key ideas*Hints: Steps 1 and 3 of the “Event Design” slide (slide 29) might be helpful, along 42with slides 15 and 16, and the “Insanely Great” handout under “Create the story”
    • 43. As You Prepare, Some Things to Ask Yourself …• What does this audience expect of me?• How much time do I have?• How am I going to grab their attention?• What is/are the key message(s)?• What is the structure or frame? – E.g., question-answer, “three ideas,” problem- solution … – How much content, how much interaction? 43
    • 44. CLOSING 44
    • 45. What Did We Do Today?• Completed a self-audit – Did we cover your chosen areas of focus?• Introduced a “whole brain thinking” model• Discussed the application of the model to designing and delivering presentations• Discussed presentation design, selecting and structuring content, encouraging active learning, and nonverbal communication• Practiced being insanely great presenters• Coming up: Evaluate “audience-message-presenter-medium” aspects of a short presentation by Kurt Vonnegut 45
    • 46. Next Steps – Try Our Wings! – January 17 Practice Session • “Lightning talks” • Topic of your own choosing • Five minute MAXIMUM length • Group reactions to each presentation using the “AM PM” model (slide 48) • Five minutes for group reaction to each talk • Time slots to speak before or after lunch on Jan. 17 have already been selectedPhoto: Stages Repertory TheatreCC BY NC ND 46http://www.flickr.com/photos/36065623@N02/5806542757/
    • 47. Kurt Vonnegut and the Shapes of Stories WATCH VIDEO 47
    • 48. Last Exercise: How does Kurt … 48
    • 49. I will be sending you a Survey Monkey link via email.PLEASE COMPLETE AWORKSHOP EVALUATION! 49
    • 50. Sources• Garmston, R. J., and B. M. Wellman. 1992. How to Make Presentations That Teach and Transform. Association for Supervision & Curriculum Development.• Herrmann, Ned. 1991. “The Creative Brain*.” The Journal of Creative Behavior 25 (4): 275–295; and materials from Karen’s personal files.• Farmer, Sue. 2012. “Connect Four.” Freelancing Matters 33 (March): 25-26.• Kelsall, Jade, Leeds University Library, and Skills@Library. 2010. “Presentation Skills (lecturers).” http://library.leeds.ac.uk/skills-lecturers-presentation 50
    • 51. With thanks to Leeds University Library Portions of this workshop were adapted from materials designed and Developed by Skills@Library, University of Leeds 2012 http://library.leeds.ac.uk/skillsSkills@LibraryPresentation Skills Workshop