give a more effective large group presentation · give a more effective large group presentation...
TRANSCRIPT
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It’s the singer not the song: how to give a more effective large group
presentationJ.S. Keystone TDU TGH
& E.C. Keystone RDU MSH
Jay’s contribution: this talkEd’s contribution: 5.2 million stem cells
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Disclosure : conflict of interest
Fortunately for you, but unfortunately for me...there is no financial conflict of interest in this presentation!
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Outline of this very talk• Major elements of teaching• Organization of a lecture• Making it stick!• Slide preparation• The learning environment• Learning breaks• “The” secret to success: slide 66
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“Teaching medicine, and doing it well, is one of the most demanding of the performance arts”
Ben Kean
1912-1993
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Good teaching = ¼ preparation + ¾ theatre
Godwin’s Equation
Gail Godwin1937-
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The Doctor Fox Lecture: a paradigm of educational seduction
J Med Education. 1973;48:630-5. .
• The speaker : actor programmed to teach a topic about which he knew nothing.
• The audience: psychiatrists, psychologists, and social-worker educators (not representative)
• Results: Majority responded favorably to the
lecture. (81-100%)
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Major Elements of Teaching
•Engaging the learner
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Major Elements of Teaching
•Engaging the learner•Mastery of the subject
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Major Elements of Teaching
•Engaging the learner
•Clarity of expression•Mastery of the subject
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Goals of a presentation Delivery of Information Change in behaviour
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Goals of a presentation Delivery of Information Change in behaviour
Make it stick!
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“ Speakers often ‘share data’: but they haven’t created useful and lasting ideas...nothing sticks!”
Chip and Dan Heath
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
Remember
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
Pay attentionRemember
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
Pay attentionUnderstand
Remember
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
Pay attentionUnderstandBelieve
Remember
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
Pay attentionUnderstandBelieveCare
Remember
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Making it stick = SUCCESSHeath C.&D. “Made to Stick”
Random House 20081.Simple 2.Unexpected 3.Concrete 4.Credible 5.Emotional 6.Story
Pay attentionUnderstandBelieveCareAct
Remember
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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Malaria kills
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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Malaria killsMore die of malaria than HIV
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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Malaria killsMore die of malaria than HIVDeaths = two 747 crashes every day
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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Malaria killsMore die of malaria than HIVDeaths = two 747 crashes every dayWHO malaria report
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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Malaria killsMore die of malaria than HIVDeaths = two 747 crashes every dayWHO malaria reportEvery 45 seconds a child dies of malaria in her mother’s arms
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malaria:a potential killer • Simple • Unexpected • Concrete • Credible • Emotional
• Story
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Malaria killsMore die of malaria than HIVDeaths = two 747 crashes every dayWHO malaria reportEvery 45 seconds a child dies of malaria in her mother’s arms34 yr.old father of 2 dies of malaria in Ont.when dx missed in ER
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Motivation
Framework
Intermission Information
Feedback
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MotivationvEnthusiasm
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Motivation
vCuriosityvEnthusiasm
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Motivation
v RelevancevCuriosityvEnthusiasm
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Enthusiasm
Show passion...
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Enthusiasm
or pretend you care!Show passion...
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Enthusiasm
or pretend you care!Show passion...Change the ‘volume’
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Enthusiasm
or pretend you care!Show passion...Change the ‘volume’Repeat for emphasis
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Enthusiasm
or pretend you care!Show passion...Change the ‘volume’Repeat for emphasisChange the cadence (rhythm)
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“No word was ever as effective as a rightly timed pause”
Mark Twain1835-1910
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17Mark Twain1835-1910
A pause says “ pay attention! ”
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18Presenter media.com
Target your audience!!
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Relevance
•Who is my audience?
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Relevance
•Who is my audience?
•What would interest them?
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Relevance
•Who is my audience?
•What do they need to know?
•What would interest them?
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Motivation
Feedback Framework
Intermission InformationSaturday, May 6, 17
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Framework
•Tell them what you want to say• Say it . . . • Tell them again !
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Framework•Objectives•Lecture outline•Organized, logical•Thesis development •Summary
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Thesis Development: “Chunk-ing”
Part 1
Part 2
Part 3
Dawne BernhartDinner party 2006
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Thesis Development: “Chunk-ing”
Part 1
Part 2
Part 3
Dawne BernhartDinner party 2006
Summ
ary
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“Education is not the filling of a pail, but the
W.B. Yeats 1865-1939
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“Education is not the filling of a pail, but the
lighting of a fire”W.B. Yeats 1865-1939
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Motivation
Feedback Framework
Intermission Information
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Do the math!!
Teaching ∝
1
Learning
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The major villain:the curse of knowledge!
“One of the worst things about knowing or not knowing a lot is that we’re tempted to share it all”
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Chip & Dan Heath 2008
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The major villain:the curse of knowledge!
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Chip & Dan Heath 2008
“The most difficult part of preparing a talk is not what to put in, but what to leave out”
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“The secret to a good presentation is to have a good beginning and a good ending... and to have the two
as close together as possible.”
George Burns 1896-1996
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Slide preparation: data
• Distill the data• Avoid absolute numbers if % will do• Reference the data legibly
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TextText
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Imported malaria USA 2013 N= 908 MMWR 2016;65:1-16
Category Percent VFRs 57.0 Business 8.2 Missionary 6.2 Tourism 3.8 Student 2.9
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Imported malaria USA 2013 N= 908 MMWR 2016;65:1-16
Category Percent VFRs 57.0 Business 8.2 Missionary 6.2 Tourism 3.8 Student 2.9
Most imported Malaria in VFRs USA 2013 N=908 MMWR 2016;65:1-16
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0
20
40
60
80
100
57.0
8.2 6.2 3.8 2.9
VFR Business Missionary Tourism Student
%Imported Malaria USA 2013n=908
MMWR 2016 65:1-22
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“I know that this slide is busy and difficult to read,but...”
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Don’t do this...ever !
“I know that this slide is busy and difficult to read,but...”
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W
MD
BE CREATIVE !
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35Dr.Rob Silver
Scaffolding
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Mucosal Inflammation
Enteric nerve dysfunction
sensory activation Altered transit time
Visceral hypersensitivity Disturbed motility
Decreased bowel waves
Small bowel bacterial overgrowth
Pathogenesis of PI-IBS
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Mucosal Inflammation
Pathogenesis of PI-IBS
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Mucosal Inflammation
Enteric nerve dysfunction
Pathogenesis of PI-IBS
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Mucosal Inflammation
Enteric nerve dysfunction
sensory activation Altered GI transit time
Pathogenesis of PI-IBS
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Mucosal Inflammation
Enteric nerve dysfunction
sensory activation Altered GI transit time
Visceral hypersensitivity Disturbed motility
Pathogenesis of PI-IBS
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Mucosal Inflammation
Enteric nerve dysfunction
sensory activation Altered GI transit time
Visceral hypersensitivity Disturbed motility
Decreased bowel waves
Pathogenesis of PI-IBS
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37
Mucosal Inflammation
Enteric nerve dysfunction
sensory activation Altered GI transit time
Visceral hypersensitivity Disturbed motility
Decreased bowel waves
Small bowel bacterial overgrowth
Pathogenesis of PI-IBS
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37
Mucosal Inflammation
Enteric nerve dysfunction
sensory activation Altered GI transit time
Visceral hypersensitivity Disturbed motility
Decreased bowel waves
Small bowel bacterial overgrowth
Pathogenesis of PI-IBS
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BMJ2004;329:1212BMJ 2004;329:1212
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N=4,450 slides in 10 hospitals40% false positive blood films
BMJ2004;329:1212BMJ 2004;329:1212
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Summary :Data Presentation• Data should be legible and
minimal • Graphs are often better than
tables• Scaffolding works well• Confidence intervals should be
kept confidential•Saturday, May 6, 17
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Slide preparation: prose• Death from boredom read every word on your
slides , or…
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Slide preparation: prose• Death from boredom read every word on your
slides , or…• Bullets: phrases, not sentences
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Slide preparation: prose• Death from boredom read every word on your
slides , or…• Bullets: phrases, not sentences• Keep prepositions private
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Slide preparation: prose• Death from boredom read every word on your
slides , or…• Bullets: phrases, not sentences• Keep prepositions private• Never more than 6 lines/slide
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The rule of 6’s
6 words across X 6 lines down
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“Imagination is more important than knowledge”
Albert Einstein 1879-1955
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6 problems with this slide ! SLE CLINICAL PRESENTATIONS
1.ARTHRITIS2.BUTTERFLY RASH3.RAYNAUDS4.PERICARDITIS5.PLEURITIS
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SLE Clinical Presentation• Arthritis• Butterfly rash• Raynauds • Pericarditis• Pleuritis
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Don’t forget on your slides
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Don’t forget on your slides
to bold the text
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Slide preparation: prose•Largest font possible
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Slide preparation: prose•Largest font possible•Use lower case only
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Slide preparation: prose•Largest font possible•Use lower case only•Three colours MAX
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Slide preparation: prose•Largest font possible•Use lower case only•Three colours MAX•Red is just rong (dark backgrnd)
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Slide preparation: prose•Largest font possible•Use lower case only•Three colours MAX•Red is just rong (dark backgrnd)• Black is bad
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Slide preparation: prose•Largest font possible•Use lower case only•Three colours MAX•Red is just rong (dark backgrnd)• Black is bad•No distracting “do-dads”
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3 Font rules number: 1-2 ;max 3
size: > 30 point type: non-seraf
47
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47
Arial
Geneva
Times new roman
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47
Arial
Geneva
Times new roman
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Slide Usage
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Slide Usage
1 word/data slide per min.
Watch the clock, please!
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The learning environment
• Go early!: -projector function -picture size, shape -lighting
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The learning environment
• Go early!: -projector function -picture size, shape -lighting
• Pointer (tremor, waver)Saturday, May 6, 17
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50
“There are two types of speakers;those who get nervous
and those who are liars”Mark Twain1835-1910
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What do you mean, “ take two tablets and call me in the morning?”
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What do you mean, “ take two tablets and call me in the morning?”
Herman Cartoons…Jim Unger
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Keystone’s Kartoon RulesvAlways read the captionvMust be relevant to presentationvEnlarge the caption prnvIdeal use: introducing a topic
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“The guy at the door wants to know if we’ve all been saved?”
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Shit happens‘A backup plan & a backup to the
backup’…
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Shit happens‘A backup plan & a backup to the
backup’…• memory stick
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Shit happens‘A backup plan & a backup to the
backup’…• memory stick• Charged laptop & power cord
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Shit happens‘A backup plan & a backup to the
backup’…• memory stick• Charged laptop & power cord• pdf copy of your presentation
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Motivation
Feedback Framework
Intermission Information
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10 minute rule
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Intermission: every 10 minutes1.Vary teaching strategy:• interactive• anecdote• case2. Rest periods:• review• cartoon, quotation, quiz•
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Intermission: every 10 minutes1.Vary teaching strategy:• interactive• anecdote• case2. Rest periods:• review• cartoon, quotation, quiz• uncontrolled vomiting, coughing
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“There is nothing in the Christian Bible, Torah ,or Qur’an that says that a question period must come at the end of a lecture”
J.S.Keystone 2001
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Motivation
Framework
Intermission Information
Feedback
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Feedback
60
What is the most effective way to poison the learning environment during large group teaching?
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60Call on an individual
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Encouraging feedback: set the ground rules!
DON’Tû call on an individualû ‘put down’ a dumb questionû ask answerer next question
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Encouraging feedback
DO:ü praise correct answersü praise good questionsü encourage group responses
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Ask yourself 5 questionsI. Is the level of my talk appropriate to
this audience ?II. Have I motivated my audience to
listen and learn...will it stick?III. Have I kept my audience engaged?IV. Have I put in too much information?V. Have I summarized my key points?
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There is no one way to teach a class and
no one style that suits everyone
J.R.Aronson
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If you can’t be creative, steal your ideas from someone who is!
J.S.Keystone 1943-
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Originality is only Undetected plagiarism
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Aristotle 384-322 BCE
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Aristotle’s Rhetoric: Book III, Ch.19
ü“indicate the aim of the speechüexcite the required state of
emotion in your hearers üa touch of surprise contributes to
liveliness, üand refresh their memories ”
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Aristotle’s Rhetoric: Book III, Ch.19
üexcite the required state of emotion in your hearers
üa touch of surprise contributes to liveliness,
üand refresh their memories ”
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Aristotle’s Rhetoric: Book III, Ch.19
üexcite the required state of emotion in your hearers
üa touch of surprise contributes to liveliness,
üand refresh their memories ”
Outline your objectives
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Aristotle’s Rhetoric: Book III, Ch.19
üa touch of surprise contributes to liveliness,
üand refresh their memories ”
Outline your objectives
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Aristotle’s Rhetoric: Book III, Ch.19
üa touch of surprise contributes to liveliness,
üand refresh their memories ”
Outline your objectivesBe enthusiastic and passionate
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Aristotle’s Rhetoric: Book III, Ch.19
üand refresh their memories ”
Outline your objectivesBe enthusiastic and passionate
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Aristotle’s Rhetoric: Book III, Ch.19
üand refresh their memories ”
Outline your objectivesBe enthusiastic and passionate
Give learning breaks
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Aristotle’s Rhetoric: Book III, Ch.19
Outline your objectivesBe enthusiastic and passionate
Give learning breaks
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Aristotle’s Rhetoric: Book III, Ch.19
Outline your objectivesBe enthusiastic and passionate
Give learning breaks
Summarize your key pointsSaturday, May 6, 17
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Further Reading
71
• Weissman J. The power Presenter Wiley, New Jersey 2009
• Heath C.& Heath D.Made to Stick Random House NY 2007
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