The Magic of a Winning Presentation Len Elder The Magic of a - - PDF document

Georgia Real Estate Commission GREEA Instructor Workshop (ASM) December 1, 2016

The Magic of a Winning Presentation Len Elder

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The Magic of a Winning Presentation

Presented By National Speaker & Author Len Elder, DREI, JD

Len Elder, J.D., B.A., DREI

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“Len Elder is a powerful, passionate and persuasive speaker, and his ability to ignite any audience into action is remarkable. He did his homework and was well versed on what the rules were in Oklahoma. The presentation was diverse and encompassed many techniques to hold the audience’s interest but most of all he connected with the audience on an emotional level. The participants were very impressed and the feedback was extremely positive overall. I personally would recommend him to anyone wanting a brilliant and inspiring presentation.”

Patricia Wheeler

Director of Education, Oklahoma Real Estate Commission Len is one of the finest instructors I have had the pleasure of meeting. His energy and creativity are truly AMAZING. His classes are always highly attended and appreciated by his students. Len has been a wonderful resource for me and for my associates. I highly recommend Len.”

Chuck Corriere, MBA Commercial Real Estate Broker Consultant

Len is a brilliant educator, and the most amazing speaker and presenter I have known. His philosophies and style of teaching are over-the-top cutting edge, riveting, and just plain fun! He is a master coach and mentor, and is an inspiration to all that know him. I feel very blessed to know him. He does great things!”

Fawn Whitford Broker-Owner Berkshire Hathaway

Educational classes and events should leave students excited, energized, inspired and

• knowledgeable. Len has a B.A. degree in Speech Communications and a Juris Doctorate in Law.

He was a nationally recognized intercollegiate debate award winner and was the Speech Forensics Debate Coach for Capital University. He is the youngest recipient ever of the John J. Getgey Memorial Award for Academic Excellence and Achievement in the practice of law. As an attorney, Len was undefeated in court of appeals proceedings and in arbitration hearings. The National Real Estate Educators Association (REEA) has recognized Len as a Distinguished Real Estate Instructor (DREI). He has been published as the author of law journal articles, cover stories for the National Real Estate Educators Association Journal and his books titled, “Ovation – How to Present Like a Pro” “UnRandom Thoughts” and “A Treasonous Season” are published on Amazon.com. Today Len serves as the Senior Instructor and the Curriculum Developer for Superior School of Real Estate in North Carolina. He has been a past board member and officer

• f the National Real Estate Educators Association. He is currently President Elect of the North

Carolina Real Estate Educators Association and has served as an elected member of the national Distinguished Real Estate Instructors Leadership Council. A regular presenter and keynote speaker across the country Len teaches and presents courses nearly 2,000 hours per year and has taught over 30,000 hours of live class room instruction.

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So What Are Your Goals?

"All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts…

Shakespeare, As You Like It, Act II, Scene 1

How do you want to be remembered?

• 1. Write the evaluation you want to read:
• 2. Circle the important words in that evaluation:

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• 3. Identify what you have to do to make students write those

comments: Why are you here? What do you want out of this course?

You can manage a lot of student interaction with Post-it Notes to control time and guide discussion.

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Understanding the History & Evolution of Adult Education

Greek Performances in an Olive Grove

Here is what the ancient Greeks left with us that we can employ in the classroom today:  Asking questions causes reflection and advances thought  Wisdom is based in humbleness and admitting our own ignorance  We learn best by doing  We must see the practical applications for the knowledge we are imparting  Education is an experiential journey for the learner who must play along the way

The Legacy of Malcolm Knowles

The central figure in U.S. adult education in the 20th century has been Malcolm Knowles. In the 1950’s he was the Executive Director of the Adult Education Association of the United States of America. Knowles was a Harvard graduate who worked with YMCA groups in Boston and Massachusetts directing their adult education programs. He was also a University Professor associated with Boston University and North Carolina State University. He wrote several books including The Modern Practice of Adult Education (1970) and The Adult Learner (1973). Until Malcolm Knowles there was not a clear discernible model for understanding the needs and objectives of adult students. Much work had been done in the field of pedagogy, the science and art of teaching children. Knowles labeled learning strategies focused on adults, andragogy. It is the process of engaging adult learners with the structure of the learning experience and Knowles believed very much in fostering the experience of

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the adult learners. He believed that teaching and educating adults had to incorporate some basic principles. He outlined characteristics that defined the learning experience. They can be summed up in 6 overriding needs and objectives surrounding the way that adults learn:

• 1. Need to Know. Adults need to know the reason for learning something.
• 2. Need for Foundation. Experience provides the basis for learning activities.
• 3. Need for Self. Adults need to be responsible for their decisions on education;

involvement in the planning and evaluation of their instruction.

• 4. Need for Readiness. Adults are most interested in learning subjects having

immediate relevance to their work and/or personal lives.

• 5. Need for Orientation. Adult learning is problem centered rather than content
• riented.
• 6. Need for Motivation. Adults respond better to internal versus external motivators.

Coming to Grips With the Education of Adults – Applying Andragogy & GAPE

The philosophies and theories of Malcolm Knowles delineated the different ways that adults learn information. We can all gather a lot from what Malcolm Knowles uncovered.

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What have you uncovered in your classroom that makes you believe that Malcolm Knowles principles are correct? From the following 55 Generally Accepted Principles of Education (GAPE: Which one resonates most with you? Which one do you think you master well? Which one requires the most improvement?

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Distinguished Real Estate Instructor™ (DREI)

Generally Accepted Principles of Education

(Adopted By the Real Estate Educators Association) Category: KNOWLEDGE

Instructors should:

• 1. Provide current information.
• 2. Present alternative viewpoints on material when there is not a single position that is

accepted industry-wide.

• 3. Clearly identify opinions as the instructor’s opinion.
• 4. Build a proper foundation for each major element of a subject.
• 5. Deal with all key elements of a subject.
• 6. Cover the material adequately in the allotted time.
• 7. Answer all questions logically and concisely.
• 8. Be informed enough to handle a variety of questions on the subject being taught.
• 9. Admit when he/she does not know the answer to a question and volunteer to obtain that

information.

Category: ANDRAGOGY

Instructors should:

• 1. Present new ideas by relating them to pre-existing knowledge held by the learners.
• 2. Teach at the learner’s level.
• 3. Show in a specific way how new material will benefit learners.
• 4. Encourage questions and motivate involvement.
• 5. Show tolerance – both to ignorance and disagreement thus avoiding arguments and

confrontation.

• 6. Build learner’s self-esteem.
• 7. Call learners by name.
• 8. Involve learners in the learning process through planned activities.
• 9. Use a variety of teaching methods.
• 10. Teach to all participants, not just those who show interest.
• 11. Present key points by using examples as illustrations.

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Category: SPEECH

Instructors should:

• 1. Use concise, simple, and normal speech patterns; use simple terminology.
• 2. Not read to the class.
• 3. Keep the presentation on pace thus finishing the material in the allotted time.
• 4. Keep topic flowing.
• 5. Speak loudly enough to be heard by all.
• 6. Enunciate clearly without being overdone.
• 7. Restate an individual learner’s question to the group as a whole prior to attempting to

answer the question.

• 8. Use humor when appropriate to make a point.

Category: TEACHING AIDS

Instructors should:

• 1. Make sure materials are legible, correctly spelled, properly numbered and mechanically

produced using readable typeface.

• 2. Use visual imagery when possible to enhance written words.
• 3. Use written words when possible to enhance oral speech. NOTE: Written is better than
• ral; visual is better than written.
• 4. Follow the prepared outline.
• 5. Make sure that all material on the outline will be covered in the class and none of it is

extraneous.

• 6. Deviate from prepared material only to meet specific needs.
• 7. Arrange the classroom so that learners do not have to look through physical objects.
• 8. Use modern presentation equipment such as overhead projector or computer projection.
• 9. Use equipment that enables the instructor to remain looking at the learners rather than

turning their back to the class to write.

• 10. Make sure that the physical stature of the instructor does not block the view of the learners

toward the projected material.

• 11. Make sure that the projector screen is easily visible to the group as a whole.
• 12. Use color.
• 13. Use large images for projected material.
• 14. Turn the projected image off when not in use and on to call attention to the material.
• 15. Never block the image by walking between the projector and the screen with the projector
• n.

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Category: LEARNING ENVIRONMENT

Instructors should:

• 1. Be positive toward the subject matter.
• 2. Refrain from ridiculing either the learners or others.
• 3. Wear professional attire.
• 4. Attend to personal grooming.
• 5. Set up the room to accommodate the approximate number of learners expected to attend.
• 6. Make sure empty seats are kept to a minimum.
• 7. Make sure that lectern or table at front of room is unobtrusive.
• 8. Provide writing surfaces for learners.
• 9. Make sure that learners have ample space between them.
• 10. Not stand behind physical objects for more than a short time period.
• 11. Use gestures during the presentation.
• 12. Use physical movement during the presentation to minimize the physical distance between

the instructor and learners and try to involve all learners equally.

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Aligning Your Instruction, Delivery & Content with GAPE

• 1. Call the Students By Name
• 2. Invite Questions Early
• 3. Repeat the Question
• 4. Turn the Question Into a Class Question

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• 5. Thank the Learners for the Question
• 6. Teach to the Back of the Room
• 7. Avoid Negative Pessimism
• 8. Get Organized
• 9. Use Visual Imagery
• 10. Show the Importance of the Material to Them

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Practical Delivery & Teaching Tips You Will Actually Use The Art of Getting Started

Teaching is both an art and a science. We suppose that there are naturally born speakers in the world, but most speakers earned their spot through endless preparation and

• deliveries. Public speaking requires us to surmount our fears about getting up in front of
• people. After all it was American comedian Jerry Seinfeld who said:

“According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that sound right? This means to the average person, if you go to a funeral, you’re better off in the casket than doing the eulogy.” That fear, the one in the pit of your stomach is what paralyzes most speakers. So we have devised a simple rule known as the PALM principle which we apply in the first five minutes

• f class. PALM stands for:

P – Prepare A – Actively Engage L – Leverage an Emotion M – Make a Point

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Strategies & Concepts For Instant & Immediate Improvement

• 1. Pre Show Music Sets the Stage
• 2. It’s Okay to Start in the Middle
• 3. Stop Making Excuses
• 4. Move the Sponsors & Your Bio to Within the Presentation
• 5. Acknowledge the Elephant in the Room
• 6. The Show Starts at the Edge of the Curtain
• 7. Remove the Barriers
• 8. Make Lighting Adjustments
• 9. Use Diagonal Crossing Patterns
• 10. Know the Power of Location

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Mastering the Art of Stagecraft

The most powerful position on the stage is: The weakest position on the stage is: Natural eye movement goes from: Moving on the Offbeat means:

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What You Need to Know About Your Audience

For years researchers have been aware that aptitude tests, school grades, standardized tests and classroom performance are not always accurate indicators and fail to identify real ability. In attempting to explain this phenomenon, Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI), Howard Gardner's Multiple Intelligence Model and the DISC Assessment. Indeed, lots of models have been proposed and the whole process of putting learners in a few select boxes has been heavily criticized and challenged. Even though the validity of various learning styles has come under fire in recent years, most instructors and educators still believe there is something to be learned from understanding these different styles and many would vehemently argue their accuracy, validity and usefulness in the classroom.

The VAK Model

10 20 30 40 50 60 70 80 90 Read ead See See Hear ear See See & H Hear ear Read, See & ead, See & Hear ear Do Do

Wha hat t Sti Sticks ks Wit ith h Students Students

• M. Chi, H. Bassok, M. Lewis, M.W. Reinman, & P. Glasser

(1989) How Students Study & Use Examples in Learning to Solve Problems, Cognitive Science, 13, 145-82

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What's Your Learning Style

For these questions, choose the first answer that comes to mind and click on a,b, or c. Don't spend too much time thinking about any one question. Question 1 When you study for a test, would you rather a) read notes, read headings in a book, and look at diagrams and illustrations. b) have someone ask you questions, or repeat facts silently to yourself. c) write things out on index cards and make models or diagrams. Question 2 Which of these do you do when you listen to music? a) daydream (see things that go with the music) b) hum along c) move with the music, tap your foot, etc. Question 3 When you work at solving a problem do you a) make a list, organize the steps, and check them off as they are done b) make a few phone calls and talk to friends or experts c) make a model of the problem or walk through all the steps in your mind Question 4 When you read for fun, do you prefer a) a travel book with a lot of pictures in it b) a mystery book with a lot of conversation in it c) a book where you answer questions and solve problems Question 5 To learn how a computer works, would you rather a) watch a movie about it b) listen to someone explain it c) take the computer apart and try to figure it out for yourself

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Question 6 You have just entered a science museum, what will you do first? a) look around and find a map showing the locations of the various exhibits b) talk to a museum guide and ask about exhibits c) go into the first exhibit that looks interesting, and read directions later Question 7 What kind of restaurant would you rather not go to? a) one with the lights too bright b) one with the music too loud c) one with uncomfortable chairs Question 8 Would you rather go to a) an art class b) a music class c) an exercise class Question 9 Which are you most likely to do when you are happy? a) grin b) shout with joy c) jump for joy Question 10 If you were at a party, what would you be most likely to remember the next day? a) the faces of the people there, but not the names b) the names but not the faces c) the things you did and said while you were there Question 11 When you see the word "d - o - g", what do you do first? a) think of a picture of a particular dog b) say the word "dog" to yourself silently c) sense the feeling of being with a dog (petting it, running with it, etc.)

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Question 12 When you tell a story, would you rather a) write it b) tell it out loud c) act it out Question 13 What is most distracting for you when you are trying to concentrate? a) visual distractions b) noises c) other sensations like, hunger, tight shoes, or worry Question 14 What are you most likely to do when you are angry? a) scowl b) shout or "blow up" c) stomp off and slam doors Question 15 When you aren't sure how to spell a word, which of these are you most likely to do? a) write it out to see if it looks right b) sound it out c) write it out to see if it feels right Question 16 Which are you most likely to do when standing in a long line at the movies? a) look at posters advertising other movies b) talk to the person next to you c) tap your foot or move around in some other way

Total the Letters ______ A ______ B I am mostly a__________________________________ ______ C

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Expanded Learning Type Models (LTM’s)

Today, most educators analyze learning styles in more complex fashion than Fleming’s VAK model did. There are lots of tools, quizzes and resources to allow us and our students to asses our learning styles. One of the best we have seen is the Learning Type Measure (LTM) developed by Bernice McCarthy. McCarthy’s 4MAT Model is heavily researched and

• documented. It is an extraordinary tool for assessing learning styles and it is promoted and sold

at AboutLearning.com. With the LTM's graphical overlay, you'll construct easily interpreted representations of your personal strengths and weaknesses as a learner. It's designed to help managers, trainers and communicators map out strategies for improving individual potential, motivating learners with strategies crafted to their unique learning style and identifying situations in which different people function most effectively. The Learning Type Measure's 26-point self report questionnaire measures individual preferences for selecting, organizing, prioritizing and presenting knowledge. The LTM is an invaluable tool for designing instruction, managing human systems, parenting and improving personal relations. Most of the contemporary work done on learning styles categorizes learners across four planes as compared with Fleming’s 3 part approach of visual, auditory and kinesthetic. This reflects a more thorough understanding about the way that students take in and process information rather than simply whether they see it, hear it or do it. The four categories most widely used are: EXPERIENTIAL – where students are exposed to new concepts and experience new information that may be delivered to them in a variety of formats. At this point, it is information, not yet turned into knowledge PROCESSING – where students learn by absorbing expert opinions, reviewing studies and statistics and analyzing data CONCEPTUAL – where students draw conclusions or meanings, theorize on the relevance and determine truths or trends within the material APPLICATION – where students learn by relating the material to actual situations and or case studies and try to use the knowledge to solve problems

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What all of this means is that knowledge is seen as being transferred through a four part process or cycle:

THE LEARNING CYCLE

For knowledge to be complete and transferred to the student, the instructor must take the learner through the complete learning cycle.

• 1. Informing. The student goes through a process of experiencing. The instructor is

delivering new material, ideas and concepts.

• 2. Validating. The student begins processing the information. They are examining the

source of the information and searching for experts, studies and research that supports the information.

• 3. Assessing. The student conceptualizes the material They are attempting to fit it into

their pre-existing framework and determining the impact of the new information.

• 4. Using. The student begins application of the material. They are applying it to real

world examples and case studies to solve existing problems. Ideally an instructor leads the students through all four phases of the learning cycle in

• rder to adequately convey the knowledge to the students. In the classroom, look at this way:
• 1. Here is what you need to know…
• 2. This is the source of the information…
• 3. This information means that…

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• 4. Here is how you use it…

When students don’t interact and engage it is rarely the fault of the students.

• 1. Set the

Tone Early

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• 2. Don’t Forget What We Already Learned

 Call them by name  Stop Making Excuses  The Show Starts at the Edge of the Curtain  Pre Show Music Sets the Stage  Thank students for Their Questions

• 3. Invite Them in Early
• 4. Teach What They Came to Learn
• 5. Get Techie on Them

Interactive Student Polling

The ability to have students interact with technology today in the classroom has created many

• ptions. The advent of SRS (Student Response Systems)

allows students with a handheld clicker to remotely interact with the material on the screen. Obviously the larger drawback to these systems is the initial investment in the student hardware of the clicker

• devices. There are several systems on the market and as instructors we should be investigating

these types of systems to determine which one will work best given the circumstances and venues in which we teach. There are two options which will allow us to bring interactive polling to the classroom without purchasing any additional hardware or equipment. Microsoft has launched an additional add-in for PowerPoint called “Interactive Classroom”. It allows students to take polls and otherwise interact with PowerPoint so long as they have a program called One Note on their computer. One Note is a computer program for free form information gathering and

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multi-user collaboration. It can gather an instructor’s notes (handwritten or typed) and share them with students over the internet. Another option is an internet site called, PollEverywhere.Com. It is a FREE program that allows the students to participate in a live classroom poll and displays the results on screen. You can create all forms of questions and the students simply text their choice of answers using their cell. The results are displayed in real time on the screen. The big advantage is that you don’t have to buy any additional hardware or software. All the students need to participate in the interactive “on screen” poll is their cell phone.

The Magic of PollEverywhere

 Go To ollEverywhere.com  Create polls & group them  Use the Presenter App to make them live in PowerPoint

• 6. Get Rhythm

Breaks are non-negotiable. 50 minutes is ideal. 90 minutes is the maximum.

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• 7. Get the Room “CORRECT”

 Crossover-ability  Observe-ability  Resize-ability  Relate-ability  Engage-ability  Comfort-ability  Temperature-ability

Fundamental Classroom Set Up Concerns Checklist

฀ Where is the screen? Is it unobstructed and will it be visible to all students? Wander the

classroom and look at the screen from different vantage points. Will everyone be able to see it. Where a blank or light colored wall exists you will find us removing the screen and projecting the image on the wall. We operate here under the principle that bigger is better.

฀ What does our presentation stage look like? Are we able to move freely in the front of the

room and reach the students without obstruction? We often are pushing podiums and

• ther tables aside. We want to be able to travel the full length of the front of the room

unobstructed and we want to be able to approach the students individually. Where are the aisle ways? Are they conducive to free movement?

See the included Fundamental Classroom Set-Up Checklist

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฀ Where is the thermostat? We have found that the most comfortable temperature setting

for most environments is 72 degrees. But if we need to change it as the presentation progresses or on a break we want to know how to access it.

฀ What does the lighting look like particularly when we are playing videos or have a

detailed PowerPoint slide? Is it visible? We don‘t know who designs most classrooms, but we are astounded that for some reason those designers always put a bank of lights up that illuminate the screen. Turn them off. We are notorious in rooms lit with fluorescent bulbs for loosening and turning off those directly above the screen because it washes out the screen image.

฀ How many seats are set? As close as possible we want the number of chairs in the room to

meet the number of attendees plus about 10%. We remove the extra chairs and get the junk out of the room. You don‘t go to a movie theater and see a stack of unwanted furniture in the corner do you? We know that students are going to survey that room and when it appears cluttered, they‘ll begin to form impressions about the presentation.

฀ Is the room set up conducive to the type of class and the exercises we will be conducting?

There are lots of choices on room set up. But it is important to understand that the choices

• n classroom set up impact the experience and reaction of the students. Student

interaction is changed by the way the room is arranged.

Thanks for Being Here!