Presenting to the Adult Learner Mr. Johnathan Gardner, Director, - - PowerPoint PPT Presentation

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Presenting to the Adult Learner Mr. Johnathan Gardner, Director, - - PowerPoint PPT Presentation

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Presenting to the Adult Learner Mr. Johnathan Gardner, Director, Talent and Organization Development Mr. Brad Davis, Instructional Systems Specialist, Talent and Organizational Development Agenda Review Learning Objectives Adult

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Presenting to the Adult Learner

  • Mr. Johnathan Gardner, Director, Talent and Organization

Development

  • Mr. Brad Davis, Instructional Systems Specialist, Talent and

Organizational Development

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Agenda

  • Review Learning Objectives
  • Adult Learning Theory
  • Engaging Presentation Skills
  • Available Resources

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Learning Objectives

Upon completion of this session, the learner will be able to:

  • Recall the benefits of integrating adult learning theory into presentations
  • Perform the instructional techniques that make presenting engaging
  • Recall where to get further information using the HHS Learning Management

System

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Agenda

Review Learning Objectives

  • Adult Learning Theory
  • Engaging Presentation Skills
  • Resources Available

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Presentation Types

  • What is a presentation?
  • The sharing of information between two or more people with the intent to

inform or persuade (Last Name, Year)

  • Have you ever been asked to give a presentation?
  • Board meeting
  • Classroom Presentation
  • Virtual Meeting
  • Sales Pitch

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Effective Learning

  • Trainers and presenters need an understanding of how/why adults

learn to produce effective presentations or training

  • Types of learning:
  • Formal learning takes place in a structured and intentional way
  • Informal learning is not structured.

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Adult Learning

  • Pedagogy is the method and practice of teaching, especially in an

academic subject or theoretical concept (Oxford Dictionaries)

  • Removes experience in learning
  • Andragogy is the method and practice of teaching adults learners

(Oxford Dictionaries)

  • Adults bring large amounts of experience
  • Adults contribute more to others learning experience

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Learning Process

  • The learning process is broken into multiple stages:
  • Receiving information
  • Taking the information in
  • Assimilating the information
  • Storing the information
  • Using the information

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Senses become aware consciously or unconsciously of stimulus 9 Stimulus External/internal The Stimulus may be filtered by perceptual factors including:

  • Previous

Knowledge

  • Previous

Experience

  • Emotions
  • Concept of Self
  • Choice
  • “Loudness” of

Stimulus

  • Location
  • Personal

needs/wants People interpret the stimulus, consciously

  • r unconsciously, by

relating it to previous

  • experience. The new

information is assimilated or accommodated with a person’s mental schema or rejected Behavioral response Cognitive response Affective response

The process of perception and experiential learning

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Learning Domains

  • Three Domains of Learning:
  • Cognitive Learning – Dealing with knowing
  • Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
  • Affective Domain – Relating to feeling
  • Attitudes, Interest, Attention, Concern, and Responsibility
  • Psychomotor Domain – Physical Skills
  • Reflex, Movements, Perceptual Abilities, Physical Abilities, and Skilled Movements

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(Bloom, 1956)

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Theories of Learning

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  • Functionalistic - see learning as a way that biological organisms can

adapt to their environments.

  • Associationistic - see the world in the way people associate stimuli.
  • Cognitive - focus on cognition, the process of knowing.
  • Constructivist - focus on how learners internalize what they have

learned.

  • Neurophysiological -focus on brain anatomy and chemistry and on

such complex phenomena as intelligence, thinking, and learning.

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Malcolm Knowles’ Six Assumptions

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  • Adults have a need to know why they should learn something before

investing time in a learning event.

  • Trainers must ensure that the learners know the purpose for training as early as

possible.

  • Adults enter any learning situation with an image of themselves as self-

directing, responsible grown-ups.

  • Trainers must help adults identify their needs and direct their own learning

experience

  • Adults come to a learning opportunity with a wealth of experience and a

great deal to contribute.

  • Trainers are successful when they identify ways to build on and make use of adults’

hard-earned experience.

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Malcolm Knowles’ Six Assumptions

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  • Adults have a strong readiness to learn those things that help them

cope with daily life effectively.

  • Training that relates directly to situations adults face is viewed as relevant.
  • Adults are willing to devote energy to learning those things that they

believe help them perform a task or solve a problem.

  • Trainers who determine needs and interests and develop content in response

to these needs are most helpful to adult learners.

  • Adults are more responsive to internal motivators such as increased

self-esteem than external motivators such as higher salaries.

  • Trainers can ensure that this internal motivation is not blocked by barriers

such as a poor self-concept or time constraints by creating a safe learning climate.

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Learning in the Classroom

  • Four tips for making the learning environment conducive to learning.
  • Create a safe haven
  • Create a comfortable environment
  • Encourage participation
  • Facilitate more than you lecture

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Gagne’s Instructional Events

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  • Nine Instructional Events
  • Gain Attention
  • Express the Objectives
  • Stimulate recall of previous learning
  • Present the Stimulus
  • Provide guidance
  • Elicit Performance
  • Provide Feedback
  • Assess Performance
  • Enhance retention and transfer
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Agenda

Review Learning Objectives Adult Learning Theory

  • Engaging Presentation Skills
  • Resources Available

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Presenting

Presenting is a skill that can make or break the presentation. The following tips can take the worry and stress away if you are not comfortable presenting.

  • Short video on giving a presentation

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Preparing

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Do your research

Know the material that you are presenting

The audience will know if you are faking it

Organize your thoughts Practice, Practice, Practice

The best presenters practice their presentation several times before they give it

Show up early

Set up the computer Configure the room

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  • Set up your computer so it is

running and works on the equipment

  • PowerPoint/Presentation set up in

full screen

  • Videos are up in a tab for easy

transition

  • Other media open and ready to be

cued when needed

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Set Up

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  • Select the right room configuration

Classroom Boardroom U Shape Theater

Set et U Up

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  • Speak clearly and comfortably
  • Do not read directly from the

slides

  • Tips to avoid reading from the

slides

  • Declutter the slides
  • Less words
  • One point per slide
  • Use compelling images

Presenting Tips

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  • Make Eye Contact
  • Allows to check for

understanding without asking questions

  • Better engagement
  • Acts as conversation with the

audience

  • Anticipate questions you’ll be

asked and have answers ready

Presenting Tips

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Presenting Tips

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  • Avoid Distracting Mannerisms
  • Standing with one leg wrapped around the other
  • Standing on the sides of one’s shoes
  • Frequently touching the nose, mouth, ears, or any part of the face
  • Leaning on the speaker’s stand using it as a prop
  • Putting hands in and out of pockets
  • Fiddling with one’s wrist watch
  • Repeatedly swallowing
  • Buttoning and unbuttoning the jacket
  • Standing with hands clasped behind the back
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Presentation Introduction

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  • Grasp the attention of your audience
  • Tell a story
  • Quote someone else
  • Make a bold statement
  • State noteworthy facts
  • Identify the topic and purpose or core message
  • Provide an overview or agenda
  • Get the audience to participate
  • Introduce yourself to the audience
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Tell Captivating Stories

1

  • Decide on the take-away

2

  • Describe who, where and when

3

  • Give context, describe goals and obstacles

4

  • Provide the ending to highlight the takeaway

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Four steps to great storytelling:

Adapted from (James, 2012)

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Concluding the Presentation

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  • The conclusion slide should be

the last content slide

  • Plan your conclusion
  • Reinforce the key points of your

presentation

  • Keep it short, keep it simple
  • If its a call to action make it

crystal clear

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Agenda

Review Learning Objectives Adult Learning Theory Engaging Presentation Skills

  • Resources Available

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HHS LMS

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  • Register for offered Presentation Skills and PowerPoint training
  • LMS may be accessed by using this link:

http://hhsu.learning.hhs.gov/

  • Search the LMS for:
  • A book or audio book
  • eLearning activities
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Key Takeaways

You should be able to:

  • Recall the benefits of integrating adult learning theory into your presentations
  • Perform the instructional techniques to make your presentation engaging
  • Recall how to get additional resources utilizing the HHS LMS Skillsoft library

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Contact Information

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  • Mr. Johnathan Gardner, Director and Chief Learning Officer for Talent

and Organization Development (TOD)

Johnathan.Gardner@hhs.gov (202)691-2126

  • Mr. Brad Davis, Instructional Systems Specialist for Talent and

Organizational Development (TOD)

Bradley.davis@hhs.gov (202)631-4451

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References

  • Books
  • Biech, E. (2005). Training for dummies. Hoboken, NJ: Wiley Publishing.
  • Brophy, B. (2017). Awful presentations: why we have them and how to put

them right. Oakammor, UK: Dark River.

  • Article
  • James. G (2012) James, G. (2012). How to tell a great story. Retrieved from

https://www.inc.com/geoffrey-james/how-to-tell-a-great-story.html

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Appendix

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HHS Intranet Site

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HHS Intranet Site

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Entering the LMS

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There are two options to enter the TOD webpage.

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TOD Webpage

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Log into AMS

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HHS LMS

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Select Category

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LMS Options

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Select Skillsoft Books & Videos

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Books and Videos

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Select here

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Launch Content

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Skillsoft Home Page

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