Engaging Adult Learners Delivering A “Wow Worthy” Presentation
Engaging Adult LearnersDelivering a “Wow kbook Insidecase Center for Excellence in Educational Leadership1
Table of ContentsThe Art of Andragogy: What do we know about adult learning?. . . . . . . . . . . . . . 3Presentation Planning WorkbookStart with the end in mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Select a strong title and introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Plan the big picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Create and pace the agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Design the openers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Set the ground rules or norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Plan your transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Consider how best to facilitate the session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Design engaging learning and problem-solving activities. . . . . . . . . . . . . . . . . . .Close with reflection and action planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Decide what workshop materials and technology will support the learning. . . . .Understand your audio visual requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .444556666777Appendices: Tips and IdeasAppendix A: Delivery Formats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Appendix B: Openers, Norms, Transitions and Closing Activities. . . . . . . . . . . . . 9Appendix C: Facilitation Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Appendix D: Public Speaking 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Appendix E: Active Engagement Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Appendix F: Best Practices for Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Appendix G: Creating Effective PowerPoint Presentations and Handouts. . . . . 14References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Engaging adult learners: delivering a “Wow worthy” presentation
The Art of AndragogyWhat do we know about adult learning?Adults. Learn more through discussion and problem solving thanthrough passive listening or content-oriented classes. Use life experiences (including errors) to build context andmeaning for learning. Want time to process. Learners cannot listen and constructmeaning at the same time. Even brief, 30-second to three-minuteactivities where the learner can make meaning of the content willhelp them retain and engage the information. Are most interested in learning topics that have immediaterelevance to their work and/or personal lives. Learn on a need-to-know basis and want to be involved in theplanning and evaluation of the instruction. Are competency based learners wanting to apply their new skillor knowledge to their circumstances.It’s important as a presenter to understand that using some of the techniques suggested within couldmake learners uncomfortable. You should understand that adult learners may need time to adjust to usingadult learning techniques. Balancing what engagement strategies you use with the overall goal for yourpresentation will help ensure effective adult learning.(Concepts from works by Malcolm Knowles and Jeff Hurt)The adults we work with have not learned to be self-directing inquirers; they have beenconditioned to be dependent on teachers to teach them. And so they often experiencea form of culture shock when first exposed to truly adult educational programs.Malcolm Knowles, The Adult Learnercase Center for Excellence in Educational Leadership3
Presentation Planning WorkbookUse the template on the next four pages to plan your presentation.For specific tips and ideas, see the following appendices.Start with the end in mindIdentify the goals you have for your presentation. What three things do you want your audience to remember?1.2.3.Select a strong title and introductionProviding participants with an engaging title and a strong introduction/overview of the presentation is a great wayto ignite participation and excitement.TitleIntroductionPlan the big pictureConsider your session as a whole.What is the objective?What background experience and knowledge will your participants already have?What type of delivery format will you use? [Click to learn more: Appendix A]4FF Case StudyFF Lecture with InteractionFF Project-Based WorkshopFF Collaborative DialogueFF Panel Presentation or SymposiumFF World CaféFF DemonstrationFF Pecha KuchaFF Other:Engaging adult learners: delivering a “Wow worthy” presentation
Presentation Planning WorkbookCreate and pace the agendaOne of the most common criticisms of a session is about pacing, either there wasn’t enough time or too much timewas spent on certain agenda items. It’s advisable to present less content and more in-depth learning.What do you specifically want to cover in this session?What’s the best order for the agenda items? Do you need to scaffold content by prioritizing and building onpreviously covered content?What can be accomplished in the time allotted?Design the openersOpeners should be aligned to your objective, break preoccupation, allow networking and relate to thegroup content.What opening activities will you use? [Click to learn more: Appendix B]case Center for Excellence in Educational Leadership5
Presentation Planning WorkbookSet the ground rules or normsCreating a list of shared expectations for what participants can expect and how they should behave puts peopleat ease and lets them know the ground rules.What are three norms that will work best for your session? [Click to learn more: Appendix B]1.2.3.Plan your transitionsTo signal a group to come back to attention, consider using transition signals and/or music. Playing music whileattendees are walking into the room helps set the mood.How will you transition the group between group activities and lecture? [Click to learn more: Appendix B]FF Music stopping and startingFF Noise makers: Chimes, bells, alarm, timerFF Countdown embedded into slide or online (www.online-stopwatch.com)FF Other:Consider how best to facilitate the sessionStrong facilitation strategies help you focus the presentation and engage adult learners.How will you encourage class participation? What language will you use to convey the right message?What facilitation strategies will you use? [Click to learn more: Appendix C]How will you ensure your presentation style is engaging? [Click to learn more: Appendix D]Design engaging learning and problem-solving activitiesAdults learn more through discussion and problem-solving than through passive listening or content-oriented classes.What active-engagement activities will you use? [Click to learn more: Appendix E]6FF Think-Pair-SharesFF Keep in TouchFF Line Ups/Small CirclesFF SimulationsFF Jigsaw–Teach each otherFF Case StudiesFF Note Catchers or GamesFF Other:Engaging adult learners: delivering a “Wow worthy” presentation
Presentation Planning WorkbookClose with reflection and action planningReflection helps cement the learning. Ask participants to think about how they will use the information whenthey get back to their work to help make the learning relevant.What closing questions or activities will you use? [Click to learn more: Appendix B]Decide what workshop materials and technology will support the learningWhat handouts, technology, or participation props/materials will you need to ensure a successful presentation?Would it be helpful to print the PowerPoint for note taking? What other note catchers can you create?What handouts will you provide to support the learning? [Click to learn more: Appendix F]How will your PowerPoint be the most engaging, cover the main points and be easy to read?[Click to learn more: Appendix G]Understand your audio visual requirementsDetermine what AV equipment you will need. Please check with the event host to determine what will be available toyou and what you should be prepared to bring.What AV equipment do you need?FF Laptop and thumbdrive with a backup of your PPTFF Chart paper and markersFF LCD projector and screenFF Internet connectionFF Audio for computerFF Other:FF Microphonecase Center for Excellence in Educational Leadership7
Appendix AReturn to WorkbookDelivery FormatsAs you plan the delivery for your presentation content, please take into considerationbest practices for adult learning. Select a delivery format from the list below that bestfits your content.Case Study: A systematic way of examining a single instance, program, initiative or event, by collectingdata, analyzing information and reporting the results. The presenter explains how a program was designedand implemented in response to a particular challenge or issue, and then shares results, pitfalls, processes,successes and lessons learned from the experience.Collaborative Dialogue: This conversational format encourages meaningful dialogue, purposefuland collaborative thinking, and positive inquiry. Sessions give participants the opportunity to ask directquestions of the expert and to give input on the specific issues addressed.Demonstration: A presentation to demonstrate how things are done and showcases a specifictechnique, leadership skill, product or materials.Lecture with Interaction: This one-way communication tool is used to convey critical information,history, background and theories. Many lectures are visually engaging and give opportunity for listeners toask or answer questions.Panel Presentation or Symposium: A moderated forum for a group of scholars, experts,knowledge leaders or government representatives to discuss specific pedagogical policy, practice orresearch issues from a variety of perspectives with alternative solutions, followed by a Q&A session.Pecha Kucha: (Japanese for the sound of conversation / chatter) This learning format assembles severalpresenters together in the same presentation for the purpose of introducing a variety of new ideas. Eachpresenter shows 20 slides for 20 seconds each. The slide presentations should be visual and engaging.Following the presentations, participants gather with the presenter of their choice in small groups fordialogue and to delve deeper into the topic.Project-Based Workshop: A highly interactive and productive workshop to address pertinentissues and responsibilities. Participants leave with a game plan, solution, method and/or work already done.World Café: An innovative yet simple methodology for hosting conversations. These collegialconversations link and build on each other as participants move between groups, cross-pollinate ideas anddiscover new insights. Using an integrated set of design principles, the World Café experience evokesand makes visible the collective intelligence of the group.8Engaging adult learners: delivering a “Wow worthy” presentation
Appendix BOpeners, Norms, Transitions and Closing ActivitiesThese activities should be aligned to your objective and relate to the group content.They’ll help set a positive tone for your presentation and give your participants helpfulnext steps after they leave your session.OpenersTransitionsReturn to WorkbookYou might avoid the use of the term “ice breaker” asmany adults can see this as a waste of time. Think aboutstarting the session by asking someone to share thetakeaways from the sessions they went to before yours oruse something like the “Triple Play” opener below thatmakes the opener relevant to the participant.To signal a group to come back to attention,consider using these transition tips: “Triple Play”Get in groups of three. Please discuss the following: Share who you are.Share why you came to the session.Share a question you have about the sessiontopic or an example of an issue you have atyour worksite.Ground Rules or Norms At the beginning of the session, take a minute to set thenorms, including explaining your attention and transitionsignals and the expectations you have for audienceengagement and participation.Here are some sample ground rules/norms that willhelp your presentation be a success: Participate actively: Listen with the intent to learn, askquestions, share relevant thoughts and ideas.Support the learning of others: Balance conversationsand share airspace.Consider the content in the context of your own work.Use chart paper as a parking lot to post questions tobe addressed later.Take care of your own personal needs.Be present: Silence phones, etc.Have fun! Other: Music stopping and startingNoise makers: Chimes, bells, alarm, timerCountdown embedded into slide or online:www.online-stopwatch.comClosing Activities,Reflection and Feedback Return to WorkbookReturn to WorkbookReturn to WorkbookSummarize main points.Allow for action planning.End on a positive note.Help participants identify next steps: By next Monday I will. I will share this information with. Stay in touch with your discussion partner andhold each other accountable. Snowball: Have participants write down an ideathey’ll take from your session on a slip of providedpaper, crumple the paper into a snowball, volleythe snowballs around the room, catch a newsnowball and select some to read out loud.EvaluateBe sure to ask participants to complete the providedcomment card and/or the online survey form. For someevents, there may be a survey feature available on theevent mobile app.case Center for Excellence in Educational Leadership9
Return to WorkbookAppendix CFacilitation StrategiesStrong facilitation strategies help you focus the presentation and engage adult learners.Embed Positive StatementsHelpful introductory statements: You are really going to learn a lot about. as we. The next activity will help you to. As we get ready to move into. be sure to thinkAvoid Negative StatementsIntroductory statements that negativelyframe thoughts:³³ I know you have some concerns participatingtoday in.³³ You may not want to do this but.³³ This may seem goofy to you.³³ In the past, we have had bad experiences withthis type of activity, but.³³ I am sure that you will not want to do this.about how it can help you. As you work together in teams during the nextactivity, be sure to look for. To energize our thinking and problem solvingskills today.TAKE the temperature in the roomQuestioning your audience Start your presentation with audienceexpectations regarding questions.Use whole group questions which helpaudiences focus on common experiencesand build bridges (e.g. How many of youhave had this happen?).Schedule several designated Q & A timesduring the presentation.Avoid asking the audience questions thathave only one specific answer. The goal isto increase learning and retention, and weknow conversation has to happen for thisto take place.Ask open-ended questions that participantscan discuss with each other, which helpsthem invest more in the topic.Make sure you are taking the temperature in theroom—is your audience tracking with you? Are youlosing people either because they have questionsor because they haven’t been able to engage withthe material in a meaningful way? Identify ways tomonitor and adjust your presentation and help boostoverall learning.If you start to lose your audience, you can try one ofthese techniques: Discussion startersThe discussion leader will be the person who. 10has a birthday closest to today’s dateis wearing a specific color of clothinghas the most experience/least experiencetook the most unique vacation within the last yearlives the farthest distance away Say anything! Stop and let individuals say anythingin response to learning.Turn to your neighbor and discuss: How could you use this at your site? What do you think you need to work on? How could this help your faculty/students/etc? What do you think should be your next step?Stand up and find someone you haven’t talked totoday to discuss.Get up and move: Grab your materials and move toanother area of the room to discuss.Re-group—LITERALLY! Use any excuse to rearrangeparticipants.(The above facilitation tips are excerpted from Millard PublicSchools Staff Development Training by Jodi Grosse andDr. Kim Saum-Mills.)Engaging adult learners: delivering a “Wow worthy” presentation
Return to WorkbookAppendix DPublic Speaking 101When you step in front of your audience to give your presentation, they will be lookingforward to learning from your research, insight and expertise. Follow these tips tomake sure your presentation is as interesting as the material you’re sharing.Speak with conviction Show that you really believe in what you are saying, creating a logicalprogression from a compelling introduction to strong supporting arguments with accurate and up-todate information, to a conclusion or a summary.Watch your body language People would rather see you active and engaging your face,body and hands rather than sitting down or standing still behind the podium.Remember that YOU are the presenter, not your PowerPoint Try not to readfrom notes or slides for extended lengths of time, although it is quite acceptable to glance at your notes.Speak loudly, clearly and with enthusiasm If you made an error, correct it andcontinue. No need to make excuses or apologize profusely.Maintain eye contact Use the three-second technique: look into the eyes of a person in theaudience for three seconds at a time. Make direct eye contact with a number of people in the audience,and every now and then glance at the whole audience while speaking.Respond to the audience Adjust and adapt as needed. If what you have prepared is obviouslynot getting across to your audience, be prepared to change your strategy midstream. If you are short oftime, know what can be safely left out. If you have extra time, have another section on hand to include.It’s best not to announce you’re cutting content.Slow down and pause as needed Allow yourself and your audience a little time to reflectand think. Don’t race through your presentation and leave your audience, as well as yourself, feeling outof breath. Avoid “um” between thoughts. Brief silence is a good alternative.Add humor whenever appropriate and possible People like to laugh. Rememberthat a fun, interesting speech makes time fly.Make sure everything works before you start your session If possible, havean emergency backup system readily available. Should you face a challenge like a misbehaving microphone, just adapt and move on. Bring an extra copy of your PowerPoint on a thumbdrive.Tell your audience what to expect Let them know you will be providing an outline sothey will not be distracted taking unnecessary notes during your presentation. Also, indicate when youwill be taking questions (throughout the session or at the end).Have a clear, positive ending End your sessionwith an interesting remark
4 engaging adult learners: delivering a “Wo Worthy” presentation Presentation Planning Workbook Use the template on the next four pages to plan your presentation. For specific tips and ideas, see the following appendices. Start with the end in mind Identify the goals you have for your presentation .
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