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  2. 3. <ul><li>Seminar is, generally, a form of academic instruction, either at a university or offered by a commercial or professional organization. </li></ul><ul><li>The word seminar is derived from the Latin word seminarium , meaning &quot;seed plot&quot; </li></ul>
  3. 4. <ul><li>It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. </li></ul><ul><li>This is often accomplished through an ongoing socratic dialogue with a seminar leader or instructor, or through a more formal presentation of research </li></ul><ul><li>Normally, participants must not be beginners in the field under discussion </li></ul><ul><li>The idea behind the seminar system is to familiarize students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems. </li></ul>
  4. 5. <ul><li>It is essentially a place where assigned readings are discussed, questions can be raised and debates can be conducted </li></ul><ul><li>It is relatively informal, at least compared to the lecture system of academic instruction. </li></ul>
  5. 6. <ul><li>Provides information which is really useful and needed. </li></ul><ul><li>Provides information which is practical, how-to and specific rather than conceptual and   theoretical. </li></ul><ul><li>Minimizes time required to obtain information. </li></ul><ul><li>  </li></ul>
  6. 7. <ul><li>Provides support materials which enhances learning during and after the program. </li></ul><ul><li>Is as entertaining as it is informational. </li></ul><ul><li>Utilizes humor within context but not just for humor’s sake. </li></ul>
  7. 8. <ul><li>Informs participants where they are headed and tells them where they have been on a regular  basis. </li></ul><ul><li>Provides an opportunity for presentation of ideas and practice of learned skills. </li></ul><ul><li>Pays close attention to the learning environment and to participants comfort. </li></ul>
  8. 9. <ul><li>Provides a means by which questions can be answered </li></ul>
  9. 10. Presenter Method Audience
  10. 11. <ul><li>INFORMATIVE </li></ul><ul><li>The audience learns about a new subject or </li></ul><ul><li>learns new information about a familiar subject </li></ul>
  11. 12. <ul><li>PERSUASIVE </li></ul><ul><li>Intended to change the audience's attitudes or behaviors </li></ul><ul><li>ENTERTAINING </li></ul><ul><li>Simply tries to gain and keep the audience's attention </li></ul>
  12. 13. <ul><li>Show critical thought about a topic </li></ul><ul><li>Express this thought clearly and effectively </li></ul><ul><li>Stimulate inquiry and discussion </li></ul><ul><li>Show that the presenter can respond intellectually to others </li></ul>
  13. 14. <ul><li>1.Determine your purpose </li></ul><ul><li>2. Select your topic </li></ul><ul><li>3. Research your topic </li></ul><ul><li>4. Analyse your audience </li></ul><ul><li>5. Select visual aids </li></ul><ul><li>6. Prepare & rehearse your presentation </li></ul><ul><li>7. Deliver your presentation </li></ul><ul><li>8. Evaluate the audience’s feedback </li></ul>
  14. 15. <ul><li>1.THE INTRODUCTION/BACKGROUND </li></ul><ul><li>Get the audience's attention </li></ul><ul><li>2. THE MAIN BODY: </li></ul><ul><li>RESULTS/ANALYSIS/DISCUSSION </li></ul><ul><li>Contain all detailed information </li></ul><ul><li>3. THE CONCLUSION/SUMMARY </li></ul><ul><li>Recap the main ideas </li></ul>
  15. 16. THE IMPORTANCE OF INTRODUCTION <ul><li>To Get the audience's attention </li></ul><ul><li>What question or issue you investigated </li></ul><ul><li>Why it is important </li></ul><ul><li>Outline the rest of your presentation </li></ul>
  16. 17. THE IMPORTANCE OF CONCLUSION <ul><li>To Recap the main ideas </li></ul><ul><li>Summarize key points, suggest future research </li></ul><ul><li>or applications, etc. </li></ul><ul><li>Restate the importance of the presentation </li></ul><ul><li>Answer the question/issue you raised in the </li></ul><ul><li>introduction </li></ul><ul><li>Clearly signal that you're finished </li></ul><ul><li>End with a cordial, polite statement </li></ul>
  17. 18. <ul><li>PURPOSES OF VISUAL AIDS </li></ul><ul><li>The back up to a presentation </li></ul><ul><li>To keep the audience's attention </li></ul><ul><li>To reinforce the understanding </li></ul><ul><li>To communicate special concepts </li></ul><ul><li>To highlight specific points </li></ul><ul><li>To provide structure and order </li></ul><ul><li>To express equations/formulas </li></ul><ul><li>To provide notes and headings </li></ul>
  18. 19. <ul><li>Readable </li></ul><ul><li>Clear </li></ul><ul><li>Well organized </li></ul><ul><li>Attractive </li></ul><ul><li>Non-distractive </li></ul><ul><li>Memorable </li></ul><ul><li>Consistent </li></ul><ul><li>KISS = Keep It Short & Simple </li></ul><ul><li>KILL = Keep It Large & Legible </li></ul>
  19. 20. <ul><li>1. Tell them what you are going to tell them </li></ul><ul><li>2. Tell them, and </li></ul><ul><li>3. Tell them what you have told them! </li></ul>
  20. 21. <ul><li>The title is a very important aspect </li></ul><ul><li>  Always dress better than your audience. </li></ul><ul><li>Body language is important. </li></ul><ul><li>  Come early. </li></ul><ul><li>Always keep the pace with the crowd. </li></ul><ul><li>Make sure your slides and handouts are legible to everyone. </li></ul>
  21. 22. <ul><li>Don't assume everybody knows what you know. </li></ul><ul><li>Never take a presentation as though you are reading a book. </li></ul><ul><li>Taking the presentation is just the beginning. </li></ul><ul><li>Never ever say you are not an expert. </li></ul><ul><li>Always start on a positive note.. </li></ul><ul><li>Convince the crowd why you are the right person to talk on the topic and then follow it up with a great presentation. </li></ul>
  22. 23. <ul><li>Encourages students to learn actively and to participate in class. </li></ul><ul><li>Provides a forum for deeper and more critical engagement with a topic. </li></ul><ul><li>Allows the tutor to give feedback and support to individuals. </li></ul><ul><li>Requires the students to take responsibility for their own preparation and learning. </li></ul><ul><li>Facilitates collaboration and group learning. </li></ul><ul><li>Develops many forms of communication, analytical and problem-solving skills. </li></ul>
  23. 24. <ul><li>Allows a greater amount of interaction between teacher and students - it is the place you get to know your students. </li></ul><ul><li>Allows students to explore a topic, and guided by the learning outcomes for the course, take responsibility for their own learning </li></ul><ul><li>In style the teacher or tutor is aiming to guide and facilitate class discussions and interactions, rather than instruct or lecture. </li></ul><ul><li>  Students' structured engagement in learning tasks, is common in seminars.   </li></ul>
  24. 25. <ul><li>Requires significant investment of resources especially in tutor time. </li></ul><ul><li>Depends on the facilitation skills of the tutor and so may be variable in quality. </li></ul><ul><li>Needs to be organised and well managed to allow discussion but to also ensure coverage of specific learning outcomes in a limited timeframe. </li></ul><ul><li>Requires all students to participate and be encouraged and supported to do so. </li></ul><ul><li>May be less effective if all students do not prepare adequately. </li></ul>
  25. 26. <ul><li>can also mean a specialized educational class </li></ul><ul><li>is a meeting on a specific subject, or a meeting of university or college students for study or discussion with an academic supervisor . </li></ul><ul><li>also refers to meeting for lectures of discussion </li></ul><ul><li>has no such specific meaning. </li></ul>It means a group working together, on a creative project, discussing a topic, or studying a subject.
  26. 28. <ul><li>Has a focus, a main point, or a guiding question </li></ul><ul><li>Be narrow enough in scope to enable significant inquiry and clear expression in the allotted time </li></ul><ul><li>Be well organized </li></ul><ul><li>Be about something open to inquiry, discussion, or debate </li></ul><ul><li>Involves interaction between the presenter and others. </li></ul>