Presentations: CFL Access History

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Presentations CFL Access History

• Shaun Theobald
• The Student Learning Advisory Service

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Chosing the topic

• Learning outcomes/assessment criteria
• Personal interest/enthusiasm
• Appropriate to timing 15 minutes
• Depth/breadth
• The Home Front too broad
• The Home Guard better
• The Home Guard in Kent ideal

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Researching the topic

• Cover core issues/material first basic reading
• Time-manage your research
• Set realistic targets
• Keep accurate bibliographical records
• Use a range of materials
• Use the www effectively
• http//www.vts.intute.ac.uk/detective/

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Planning the presentation

• Stage 1 think widely
• Brain map
• Bullet points
• Stage 2 think about sequence
• Order of information
• Introduction development conclusion
• Stage 3 combined plan

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Preparing the presentation

• From your plan, write up a continuous narrative
• As if this was a rough draft of an essay
• NOT an essay but means that you really
  understand the whole sequence of ideas
• From your narrative, produce a sequence of bullet
  points/brief notes that will generate your
  presentation

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Methods of delivery

• Three main methods of delivery
• 1. Power Point
• Very organised
• Good for priority/sequence
• Clear stages
• Good for timing
• 2. Bullet points
• Encourages good interactions between
  speaker/audience
• Gives a sense of spontaneity

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Methods of delivery

• 3. Brief notes
• Can work like bullet points
• But danger of becoming a prepared script
• Keep them short!
• Whatever you do, talk from prepared
• informationdont read out a prepared
• script!!

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Bad practice/good practice

• Dotalk from your notes
• Dontread out
• Dotalk clearly
• Dontmumble
• Dolook up/keep eye contact
• Dontkeep your head down avoid your audience

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Bad practice/good practice

• Dogive your presentation calmly and
  systematically
• Dontrush your delivery
• Dobe aware of structure and plan your work
• Dontramble from point to point
• Dokeep the interest of the audience
• Dont focus everything on yourself

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Visual material

• Visual material can engage your audience
• Can add clarity/interest
• e. g cartoon or map for History topic
• Allow time to absorb
• Relevance?
• Number of images?
• Clarity/visibility/density
• Purpose
• Integration with presentation?
• ACTIVITY- Think about the pros cons of
  different visual material for presenting a
  History topic

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Structure

• Introduction
• Overview
• Explains purpose, aims and scope
• Outline only
• Development
• Detailed account
• Clear stages
• Signpost statements summarise/direct
• Conclusion
• Overall summary

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Timing 15 to 20 minutes

• Introduction
• Two or three minutes
• Development stages/signposts
• c 3 5 main points x 2 - 3mins
• Conclusion
• One or two minutes
• Questions
• Two or three minutes

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NVC (Non-verbal communication)

• Voice
• Speed volume tone
• Breathing
• Constructive pauses
• Not rushing!
• Eye contact
• Continuous, overall
• Stance/posture
• Relaxedbut
• Not too informal

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NVC

• Hands/arms
• Beware of nerves
• Minimise gestures
• Dont cross your arms defensively
• The arena/environment
• Furniture/layout
• Where are you talking from?
• Your comfort audience comfort

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Delivery

• The actual presentation
• Check posture/stance
• Pause before you talk
• Look around eye contact smile
• Move through in sequence
• Pause between key stages
• Emphasise signpost statements

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Delivery

• Involve the audience
• Keep looking up
• Watch your hands/arms
• Keep momentum
• Keep focus
• Encourage questions, at the end

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Audience participation

• Involve your audience?
• Builds interest
• Takes the focus off you
• Develops audience concentration
• Simple activity c. mid-way?
• Keep it short!
• Questionnaire/key data/map or diagram/visual
  image(s)/simple ranking exercise
• nb must be relevant and integrated

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Handling questions

• Be positive!
• An opportunity, not a threat
• Look towards the questioner
• Positive NVC
• Re-phrase for clarity to buy time
• Pause
• Honest answer
• If you dont know, say who might
• Dont be unintentionally hostile!

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Good luck

• For your presentations
• For further advice and guidance, please see
  www.kent.ac.uk/uelt/learning