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 remainder
of the day!
Vic Lechtenberg
Acting Executive Vice President
for
Academic Affairs and Provost
David Nelson
Associate Director,
Center for Instructional Excellence
Chantal
Levesque-Bristol
Director, Center for Instructional Excellence
&
Professor, Educational Studies
Presentation Techniques
Dr. Pete Bill
Director of Veterinary Technology
College of Veterinary Medicine
Preparing and Organizing
Before you give your presentation
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
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 Humor
Thin 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 Narrow Font
Arial Font
Arial Font Bold
16 pt. lowercase
18 pt. lowercase
20 pt. lowercase
Fonts Size
22 pt. lowercase
24 pt. lowercase
28 pt. lowercase
32 pt. lowercase
36 pt. lowercase
40 pt. lowercase
44 pt. lowercase
Body of text
Titles
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!
Background Patterns
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!
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
intending to do or say …
so you have freedom to
improvise
are
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.
Creating an Optimal
Learning Environment
David Nelson
Associate Director,
Center for Instructional Excellence
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
• TO DO IT, YOU HAVE TO:
know the mandates
use the guidelines
34
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
SPECIFIED MANDATES
• DISABILITIES
• HARRASSMENT / DISCRIMINATION
• PRIVACY
35
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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….
36
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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.
37
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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.
38
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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
39
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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.
40
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
DISCRIMINATION
• Guidelines
– Don’t create or condone a sexually,
racially, etc. hostile environment
– Remember that harassment is a form of
discrimination
41
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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
42
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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
43
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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
44
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
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
45
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
MANDATES SUMMARIZED
• DISABILITIES
• HARRASSMENT / DISCRIMINATION
• PRIVACY
46
CREATING AN OPTIMAL
LEARNING ENVIRONMENT
47
PLEASE LEAVE THE COMPLETED PRE-SURVEY
ON THE TABLE
(The green form)
49