Motivate, stimulate, activate. Build participation and interest in your presentations using these innovative presentation tips.

1. Activate and Motivate
TIPS TO INVOLVE THE LEARNER

2. KNOW WANT TO KNOW LEARN

3. KNOW WANT TO KNOW LEARN
How
On a board or chart write up what they
already know about a certain subject or
topic

4. KNOW WANT TO KNOW LEARN
How
On a board or chart write up what they
already know about a certain subject or
topic
Once they have exhausted all of the shared
knowledge in the room the trainer asks
what they want to know

5. KNOW WANT TO KNOW LEARN
How
On a board or chart write up what they
already know about a certain subject or
topic At the conclusion of the lesson or session
the class reviews what they wanted to know
and reflect on what they have learnedOnce they have exhausted all of the shared
knowledge in the room the trainer asks
what they want to know

6. KNOW WANT TO KNOW LEARN
WhyWhy
Trainees explicitly identify connections
between different pieces of learned
knowledge

7. KNOW WANT TO KNOW LEARN
WhyWhy
It provides the instructor with a guide to the
level of detail needed for the lesson and can
adjust according to the student’s needs
Trainees explicitly identify connections
between different pieces of learned
knowledge

8. KNOW WANT TO KNOW LEARN
Why
This method works best for instructors
who are very familiar with their subject
matter and can adjust the lesson to suit
as they go
It provides the instructor with a guide to the
level of detail needed for the lesson and can
adjust according to the student’s needs
Trainees explicitly identify connections
between different pieces of learned
knowledge

9. THINK PAIR SHARE

10. THINK PAIR SHARE
How
THINK The trainer provokes trainees’ thinking
with a question, prompt or observation. The
students take a few moments just to THINK
about the questions

11. THINK PAIR SHARE
How
PAIR Trainees then PAIR up to talk about their
idea/observation. They compare their mental
notes and identify the answers they think are
best or most convincing
THINK The trainer provokes trainees’ thinking
with a question, prompt or observation. The
students take a few moments just to THINK
about the questions

12. THINK PAIR SHARE
How
SHARE After trainees discuss for a few
moments the trainer calls for pairs to share
their thinking with the rest of the class
PAIR Trainees then PAIR up to talk about their
idea/observation. They compare their mental
notes and identify the answers they think are
best or most convincing
THINK The trainer provokes trainees’ thinking
with a question, prompt or observation. The
students take a few moments just to THINK
about the questions

13. THINK PAIR SHARE
Why
Trainees learn, in part, by being able to talk
about the content. Think-pair-share
structures the discussion

14. THINK PAIR SHARE
Why
Trainees learn, in part, by being able to talk
about the content. Think-pair-share
structures the discussion
Trainees follow a prescribed process that
limits off-task thinking and off-task
behaviour

15. THINK PAIR SHARE
Why
Trainees learn, in part, by being able to talk
about the content. Think-pair-share
structures the discussion
Trainees follow a prescribed process that
limits off-task thinking and off-task
behaviour
Accountability is built in because each must
report to a partner, and then partners must
report to the class

16. BRAIN STORM
Allan Ajifo

17. BRAIN STORM
How
Brainstorming is an informal approach to
problem-solving using lateral thinking
Allan Ajifo

18. BRAIN STORM
How
Brainstorming is an informal approach to
problem-solving using lateral thinking
During brainstorming sessions there should
be no criticism of ideas. You are trying to
open up possibilities and break down wrong
assumptions
Allan Ajifo

19. BRAIN STORM
How
Brainstorming is an informal approach to
problem-solving using lateral thinking
During brainstorming sessions there should
be no criticism of ideas. You are trying to
open up possibilities and break down wrong
assumptions
Record each idea and go around the room at
least twice. No discussion of the ideas until
all ideas are exhausted
Allan Ajifo

20. BRAIN STORM
Brainstorming is useful when you want to
break out of stale, established patterns of
thinking and develop new ways of looking at
things
Why
Allan Ajifo

21. BRAIN STORM
It provides a free environment in which
everyone is encouraged to participate
Brainstorming is useful when you want to
break out of stale, established patterns of
thinking and develop new ways of looking at
things
Why
Allan Ajifo

22. BRAIN STORM
It provides a free environment in which
everyone is encouraged to participate
All participants are asked to contribute fully
and fairly, liberating people to develop a rich
array of creative solutions to the problems
they are facing
Brainstorming is useful when you want to
break out of stale, established patterns of
thinking and develop new ways of looking at
things
Why
Allan Ajifo

23. HOT POTATO

24. How
Trainees are given a topic or question to
brainstorm and write down a key point (or
more) before passing the paper to the next
person
HOT POTATO

25. How
Trainees are given a topic or question to
brainstorm and write down a key point (or
more) before passing the paper to the next
person
Each time, the students read what is written
then add their statement. Points can not be
repeated
HOT POTATO

26. How
Trainees are given a topic or question to
brainstorm and write down a key point (or
more) before passing the paper to the next
person
Each time, the students read what is written
then add their statement. Points can not be
repeated
The paper keeps getting passed around
until it arrives back with its original owner
HOT POTATO

27. Why
Trainers can find out what the students
know and use this for planning
HOT POTATO

28. Why
Trainers can find out what the students
know and use this for planning
Trainees can activate and build their prior
knowledge by thinking about what they
know
HOT POTATO

29. Why
Trainers can find out what the students
know and use this for planning
Trainees can activate and build their prior
knowledge by thinking about what they
know
Trainees learn from reading each other’s
(often divergent) comments
HOT POTATO

30. !
A Health Blog
MIND MAPPING

31. !
A Health Blog
How
A mind map is a diagram used to represent
words, ideas , tasks or other items linked to
and arranged around a central key word or
idea
MIND MAPPING

32. !
A Health Blog
Elements are arranged according to the
importance of the concepts, and are
classified into groupings, with the goal of
representing connections between portions
for information
A mind map is a diagram used to represent
words, ideas , tasks or other items linked to
and arranged around a central key word or
idea
How
MIND MAPPING

33. !
A Health Blog
Presenting ideas in radial, graphical, non-
linear manners encourage a brainstorming
approach and open up the mind to
additional information
Why
MIND MAPPING

34. !
A Health Blog
Presenting ideas in radial, graphical, non-
linear manners encourage a brainstorming
approach and open up the mind to
additional information
It helps recall existing information and
develops connections between pieces of
information
Why
MIND MAPPING

35. !
A Health Blog
Presenting ideas in radial, graphical, non-
linear manners encourage a brainstorming
approach and open up the mind to
additional information
It helps recall existing information and
develops connections between pieces of
information
It helps to connect concepts beyond a
particular conceptual framework (helps
people build alternate maps in the brain)
Why
MIND MAPPING

36. FLASH CARDS

37. FLASH CARDS
How
Write a question or acronym on each card
and an answer overleaf

38. FLASH CARDS
How
Write a question or acronym on each card
and an answer overleaf
Flashcards can be used for recall of facts
such as dates, formulae, acronyms,
structures, weapons etc

39. FLASH CARDS
Use flash cards at beginning or end of a
lesson to recall current or previous lessons
Write a question or acronym on each card
and an answer overleaf
Flashcards can be used for recall of facts
such as dates, formulae, acronyms,
structures, weapons etc
How

40. FLASH CARDS
Apart from plain illustration purposes,
flashcards can be used to to support
memorisation by way of spaced repetition
Why

41. FLASH CARDS
Flashcards are also handy in visual
representation of organisational structures,
using the cards to display connections
between each fact, similar to a mind map
Apart from plain illustration purposes,
flashcards can be used to to support
memorisation by way of spaced repetition
Why

42. FLASH CARDS
Why
Flash cards can also be easily used to
identify the material committed to memory
and those yet to learn simply by sorting into
piles as you recall the facts
Flashcards are also handy in visual
representation of organisational structures,
using the cards to display connections
between each fact, similar to a mind map
Apart from plain illustration purposes,
flashcards can be used to to support
memorisation by way of spaced repetition

43. POST IT NOTES

44. POST IT NOTES
How
Ask trainees to write an answer or idea on a
single post it note about a particular subject

45. POST IT NOTES
How
Ask trainees to write an answer or idea on a
single post it note about a particular subject
Have the students sort the class response
into similar categories and group on a board

46. POST IT NOTES
How
Ask trainees to write an answer or idea on a
single post it note about a particular subject
Leave there for reference in a future lesson
to link what they have already demonstrated
they know
Have the students sort the class response
into similar categories and group on a board

47. POST IT NOTES
Why
Using this method ensure all trainees
participate in the lesson and don’t hide
behind other’s responses

48. POST IT NOTES
Why
Using this method ensure all trainees
participate in the lesson and don’t hide
behind other’s responses
Thinking about an answer and writing down
a response forces the student to further
process the information

49. POST IT NOTES
Why
Using this method ensure all trainees
participate in the lesson and don’t hide
behind other’s responses
Thinking about an answer and writing down
a response forces the student to further
process the information
The grouping of responses provides another
opportunity for discussion of the learned
material and helps to identify other ways of
processing the same material

50. THREE TWO ONE

51. THREE TWO ONE
How
Recall three things from the lesson. These
can be either written down or verbalised

52. THREE TWO ONE
Recall three things from the lesson. These
can be either written down or verbalised
Write down two insights or ideas received
during the lesson
How

53. THREE TWO ONE
Recall three things from the lesson. These
can be either written down or verbalised
Write down two insights or ideas received
during the lesson
Write one question that you still have.
Trainees then share what they have written
How

54. THREE TWO ONE
Why
At the end of a lesson trainers can use this
method to encourage reflection and
monitoring of learning

55. THREE TWO ONE
Why
At the end of a lesson trainers can use this
method to encourage reflection and
monitoring of learning
It encourages trainees to be independent in
reflecting on what they learn and how they
learn

56. THREE TWO ONE
Why
At the end of a lesson trainers can use this
method to encourage reflection and
monitoring of learning
It encourages trainees to be independent in
reflecting on what they learn and how they
learn
It also provides trainers with valuable
information on trainee learning progress
and any gaps that may need to be
addressed

57. POSE
How
The trainer talks about a subject or topic
then sets up a question
Normally an open question with divergent
responses is the best rather than yes/no
responses
Do not look directly at someone when
asking the question and don’t lead with a
name

58. PAUSE After posing the question take a few
seconds to allow everyone to think about a
response
This is your opportunity to look around the
room and mentally decide who you will
direct the question to
Don’t linger on any face for too long, move
around the room and move your gaze
How

59. The best techniques is to not ask the person
you are standing closest too but someone
who might feel they went ‘under the radar’
POUNCE
Then drop a name at the last minute
This can be used to redirect someone who
may look like they are not paying attention
How

60. POSE
This method keeps everyone in the class
paying attention as they know at any
moment they may be asked to answer a
question
Why

61. PAUSE
Asking open questions also allows trainees
to think about a response rather than just
being ready with a yes or no
Why

62. POUNCE
Asking the question to someone not paying
attention can be a reminder to the whole
class. The mild embarrassment for the
student will ensure they pay attention to the
rest of the lesson
Why

63. What strategy
COULD YOU USE TODAY TO ENGAGE THE LEARNER?

64. GO!
BE AWESOME