THIS SESSION IS FULL!!!

PLEASE MOVE TO THE CENTER OF YOUR ROW

PLEASE DO NOT LEAVE ANY EMPTY SEATS BETWEEN YOU AND YOUR NEIGHBOR

PLEASE COMPLETE THE PRE-SURVEY(The green form)

• Keep the pencil for the remainderof the day!

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

Preparing and Organizing

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

The Delivery

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

Using Media

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

Expert Novice

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”

Animations can be effective in helping “pace” the audience

1.Point #1

2.Point #2

3.Point #3

Use a Wireless mouse

Logitech “Presenter”

white screen black screen

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

47

CREATING AN OPTIMAL LEARNING

ENVIRONMENT

PLEASE LEAVE THE COMPLETED PRE-SURVEY ON THE TABLE

(The green form)

49