Waterton, Banff, Alberta Alberta Botanical Beach, B.C. - - PowerPoint PPT Presentation

▶
waterton banff alberta alberta botanical beach b c
SMART_READER_LITE
LIVE PREVIEW

Waterton, Banff, Alberta Alberta Botanical Beach, B.C. - - PowerPoint PPT Presentation

Oct 22, 2023 175 likes •1.04k views

Teaching Presentation Skills: Performance Under Pressure Banff, Dr. Stephen R. Leppard, Alberta August 23/19 Waterton, Banff, Alberta Alberta Botanical Beach, B.C. Waterton, Banff, Alberta Alberta Botanical Beach, B.C. Butterflies

slide-1
SLIDE 1

Banff, Alberta

Teaching Presentation Skills: Performance Under Pressure

  • Dr. Stephen R. Leppard,

August 23/19

slide-2
SLIDE 2

Banff, Alberta Waterton, Alberta Botanical Beach, B.C.

slide-3
SLIDE 3

Banff, Alberta Waterton, Alberta Botanical Beach, B.C.

slide-4
SLIDE 4

Butterflies in Formation: Performance Under Pressure

✔ Host Introduction and Qualifications ✔ Shared Agenda and Citing Sources (Research) ✔ Framing the Learning ✔ Outcomes, Learner Goals, Teacher Targets ✔ Conversations about Presentation Performance ✔ Gordon’s Skill Acquisition ✔ Yerkes-Dodson Law ✔ Science-Art Continuum (A. Tom) ✔ Check for Understanding ✔ Three (3) Exemplars ✔ Subconscious Messaging ✔ Emblems ✔ Body Language ✔ Eye Scanning ✔ Hands ✔ Voice

slide-5
SLIDE 5

...and a Hope A Promise ...

slide-6
SLIDE 6

Education is a process involving two sets of participants who supposedly play different roles: teachers who impart knowledge to students, and students who absorb knowledge from teachers. In fact, as every open-minded teacher discovers, education is also about students imparting knowledge to their teachers, by challenging the teachers’ assumptions and by asking questions that the teachers hadn’t previously thought of.

Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed, 2011, pg. 419

slide-7
SLIDE 7

Education is a process involving two sets of participants who supposedly play different roles: teachers who impart knowledge to students, and students who absorb knowledge from teachers. In fact, as every open-minded teacher discovers, education is also about students imparting knowledge to their teachers, by challenging the teachers’ assumptions and by asking questions that the teacher hadn’t previously thought of.

Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed, 2011, pg. 419

slide-8
SLIDE 8

Education is a process involving two sets of participants who supposedly play different roles: teachers who impart knowledge to students, and students who absorb knowledge from teachers. In fact, as every open-minded teacher discovers, education is also about students imparting knowledge to their teachers, by challenging the teachers’ assumptions and by asking questions that the teacher hadn’t previously thought of.

Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed, 2011, pg. 419

slide-9
SLIDE 9

https://www.ualberta.ca/graduate-studies/professional-development

slide-10
SLIDE 10

https://www.ualberta.ca/graduate-studies/professional-development

slide-11
SLIDE 11

(Alliteration Introduction + One Minute Talk) x 2 = ____________________

slide-12
SLIDE 12

Butterflies in Formation: Performance Under Pressure

✔ Host Introduction and Qualifications ✔ Shared Agenda and Citing Sources (Research) ✔ Framing the Learning ✔ Outcomes, - Learner Goals, - Teacher Targets ✔ Conversations about Presentation Performance ✔ Gordon’s Skill Acquisition ✔ Yerkes-Dodson Law ✔ Science-Art Continuum (A. Tom) ✔ Check for Understanding ✔ Three (3) Exemplars ✔ Subconscious Messaging ✔ Emblems ✔ Body Language ✔ Eye Scanning ✔ Hands ✔ Voice

slide-13
SLIDE 13
slide-14
SLIDE 14
slide-15
SLIDE 15
slide-16
SLIDE 16

Think of the developmental steps you experience while acquiring a new skill.

slide-17
SLIDE 17
slide-18
SLIDE 18
slide-19
SLIDE 19
slide-20
SLIDE 20

It’s okay to be nerveous. don’t let it consume me!!!

slide-21
SLIDE 21

Circa: 1984

slide-22
SLIDE 22

http://www.connerpartners. com/science-art-continuum Circa: 1984

slide-23
SLIDE 23

http://www.connerpartners. com/science-art-continuum Circa: 1984

Craft

slide-24
SLIDE 24

http://www.connerpartners. com/science-art-continuum Circa: 1984

Craft

slide-25
SLIDE 25

http://www.connerpartners. com/science-art-continuum Circa: 1984

Craft

slide-26
SLIDE 26

http://www.connerpartners. com/science-art-continuum Circa: 1984

Craft

slide-27
SLIDE 27

http://www.connerpartners. com/science-art-continuum Circa: 1984

Craft

Maya Angelu

Maya Angelou was one of America’s most beloved and celebrated poets and authors, with dozens of awards and over 50 honorary degrees

https://www.goalcast.com/2017/04/03/ maya-angelou-quotes-to-inspire-your- life/

slide-28
SLIDE 28

Craft

Have I begun to establish credibility with you?

slide-29
SLIDE 29

Craft

Have I begun to establish credibility with you?

Is their understanding and confidence increasing?

slide-30
SLIDE 30

Craft Is your understanding and confidence increasing?

Is your understanding and confidence increasing?

slide-31
SLIDE 31

Craft Is your understanding and confidence increasing?

Is your understanding and confidence increasing? Are you interested in exploring further?

slide-32
SLIDE 32

Craft Is your understanding and confidence increasing?

Is your understanding and confidence increasing? Are you interested in exploring further?

Check for Understanding

slide-33
SLIDE 33

Butterflies in Formation: Performance Under Pressure

✔ Host Introduction and Qualifications ✔ Shared Agenda and Citing Sources (Research) ✔ Framing the Learning ✔ Outcomes, - Learner Goals, - Teacher Targets ✔ Conversations about Presentation Performance ✔ Gordon’s Skill Acquisition ✔ Yerkes-Dodson Law ✔ Science-Art Continuum (A. Tom) ✔ Check for Understanding ✔ Three (3) Exemplars ✔ Subconscious Messaging ✔ Emblems ✔ Body Language ✔ Eye Scanning ✔ Hands ✔ Voice

slide-34
SLIDE 34

https://vhscotland.org.uk/gold-star-exemplars-third-sector-approaches-to-community-link-working-across-scotland/

slide-35
SLIDE 35

Myth 1: University teaching is poor Myth 2: Good researchers make poor teachers and vice versa Myth 3: Poor teaching is tolerated because only research counts Myth 4: Student evaluations of teaching only encourage showmanship Myth 5: Responding to student surveys will lead to a dumbing down of the curriculum

slide-36
SLIDE 36

Myth 1: University teaching is poor Myth 2: Good researchers make poor teachers and vice versa Myth 3: Poor teaching is tolerated because only research counts Myth 4: Student evaluations

  • f teaching only encourage

showmanship Myth 5: Responding to student surveys will lead to a dumbing down of the curriculum

slide-37
SLIDE 37

http://theconversation.com/rating-your-professor-five-myths-about-university-teaching-quality-36129

slide-38
SLIDE 38

http://theconversation.com/rating-your-professor-five-myths-about-university-teaching-quality-36129

slide-39
SLIDE 39

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=791181

slide-40
SLIDE 40

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=791181

slide-41
SLIDE 41

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=791181

Planned agenda, know the audience, curriculum content and the room Lessons have beginning, middle, end

B u i l d r e l a t i

  • n

s h i p s w / s t u d e n t s

slide-42
SLIDE 42

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=279686

slide-43
SLIDE 43

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=279686

slide-44
SLIDE 44

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=279686

Invest to get everyone involved and successful

Share learning responsibility

slide-45
SLIDE 45

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=87052

slide-46
SLIDE 46

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=87052

slide-47
SLIDE 47

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=87052

Invest in people while learning - relationship building

Invest time to address emergent questions

slide-48
SLIDE 48
slide-49
SLIDE 49

https://www.linkedin.com/pulse/art

  • active-listening-glenna-fulks/

Many of us are guilty of starting a conversation and putting a thought or question

  • ut there.

Instead of giving the other individual time to formulate a response, we immediately re-phrase the question or remark and answer it ourselves. In other words, we don’t give

  • urselves a chance to listen

since we never stop talking.

slide-50
SLIDE 50
slide-51
SLIDE 51
slide-52
SLIDE 52

Butterflies in Formation: Performance Under Pressure

✔ Host Introduction and Qualifications ✔ Shared Agenda and Citing Sources (Research) ✔ Framing the Learning ✔ Outcomes, - Learner Goals, - Teacher Targets ✔ Conversations about Presentation Performance ✔ Gordon’s Skill Acquisition ✔ Yerkes-Dodson Law ✔ Science-Art Continuum (A. Tom) ✔ Check for Understanding ✔ Three (3) Exemplars ✔ Subconscious Messaging ✔ Emblems ✔ Body Language ✔ Eye Scanning ✔ Hands ✔ Voice

slide-53
SLIDE 53
slide-54
SLIDE 54

Remember when I said,

‘I’m really nervous about presenting to such a large, highly educated audience’?

slide-55
SLIDE 55

Remember when I said,

‘I’m really nervous about presenting to such a large, highly educated audience’?

Did you believe me?

slide-56
SLIDE 56
slide-57
SLIDE 57

https://youtu.be/_v36Vt9G mH8?t=1m42s

Cognitive Dissonance

1:42 - 3:00

slide-58
SLIDE 58

https://youtu.be/_v36Vt9GmH8?t=1m42s

1:42 - 3:00

slide-59
SLIDE 59

Body Posture

slide-60
SLIDE 60

https://www.youtube.com/watch?v=i0a61wFaF8A

slide-61
SLIDE 61

* Ekman P. (2004) Emotional and Conversational Nonverbal Signals. In: Larrazabal J.M., Miranda L.A.P. (eds) Language, Knowledge, and Representation. Philosophical Studies Series, vol 99. Springer, Dordrecht https://link.springer.com/chapter/10.1007/978-1-4020-2783-3_3

slide-62
SLIDE 62
slide-63
SLIDE 63

If you’re participating in healthy conversation (and not experiencing the above emotions), “eye contact” is effectively defined as looking semi-randomly in an area whose borders surround the eyes by about two

  • centimeters. This would be between 30 and 70 percent of the time.

http://www.thelanguagelab.ca/posts/nonverbal-communication-the-importance-of-eye-contact/

Eyes

slide-64
SLIDE 64

If you’re participating in healthy conversation (and not experiencing the above emotions), “eye contact” is effectively defined as looking semi-randomly in an area whose borders surround the eyes by about two

  • centimeters. This would be between 30 and 70 percent of the time.

http://www.thelanguagelab.ca/posts/nonverbal-communication-the-importance-of-eye-contact/

slide-65
SLIDE 65

If you’re participating in healthy conversation (and not experiencing the above emotions), “eye contact” is effectively defined as looking semi-randomly in an area whose borders surround the eyes by about two

  • centimeters. This would be between 30 and 70 percent of the time.

http://www.thelanguagelab.ca/posts/nonverbal-communication-the-importance-of-eye-contact/

slide-66
SLIDE 66

If you’re participating in healthy conversation (and not experiencing the above emotions), “eye contact” is effectively defined as looking semi-randomly in an area whose borders surround the eyes by about two

  • centimeters. This would be between 30 and 70 percent of the time.

http://www.thelanguagelab.ca/posts/nonverbal-communication-the-importance-of-eye-contact/

slide-67
SLIDE 67

The first thing to do, after taking the lectern, and before beginning your talk, is to find a friendly face and make eye

  • contact. This is one reason for arriving early at the place of your talk to and to ‘Meet & Greet’ audience members.

Introduce yourself and ask them questions. Making eye contact with people you meet beforehand who express friendliness, and an eagerness to hear you speak, will get your talk off to a jumpstart. Look at that person directly in the eye and start speaking. Then, after a few moments, move on to another welcoming face. By using good eye contact you are able to connect with the audience, and connecting is a major goal of public speaking. https://nosweatpublicspeaking.com/non-verbal-communication-1-eye-contact/

slide-68
SLIDE 68

Eyes

The first thing to do, after taking the lectern, and before beginning your talk, is to find a friendly face and make eye

  • contact. This is one reason for arriving early at the place of your talk to and to ‘Meet & Greet’ audience members.

Introduce yourself and ask them questions. Making eye contact with people you meet beforehand who express friendliness, and an eagerness to hear you speak, will get your talk off to a jumpstart. Look at that person directly in the eye and start speaking. Then, after a few moments, move on to another welcoming face. By using good eye contact you are able to connect with the audience, and connecting is a major goal of public speaking. https://nosweatpublicspeaking.com/non-verbal-communication-1-eye-contact/

slide-69
SLIDE 69

Eyes

The first thing to do, after taking the lectern, and before beginning your talk, is to find a friendly face and make eye

  • contact. This is one reason for arriving early at the place of your talk to and to ‘Meet & Greet’ audience members.

Introduce yourself and ask them questions. Making eye contact with people you meet beforehand who express friendliness, and an eagerness to hear you speak, will get your talk off to a jumpstart. Look at that person directly in the eye and start speaking. Then, after a few moments, move on to another welcoming face. By using good eye contact you are able to connect with the audience, and connecting is a major goal of public speaking. https://nosweatpublicspeaking.com/non-verbal-communication-1-eye-contact/

slide-70
SLIDE 70

Eyes

The first thing to do, after taking the lectern, and before beginning your talk, is to find a friendly face and make eye

  • contact. This is one reason for arriving early at the place of your talk to and to ‘Meet & Greet’ audience members.

Introduce yourself and ask them questions. Making eye contact with people you meet beforehand who express friendliness, and an eagerness to hear you speak, will get your talk off to a jumpstart. Look at that person directly in the eye and start speaking. Then, after a few moments, move on to another welcoming face. By using good eye contact you are able to connect with the audience, and connecting is a major goal of public speaking. https://nosweatpublicspeaking.com/non-verbal-communication-1-eye-contact/

slide-71
SLIDE 71

https://youtu.be/4eBmyttcfU4?t=1m4s

Scanning

1:04 - 1:22 18 sec

slide-72
SLIDE 72

1:04 - 1:22 18 sec.

slide-73
SLIDE 73
slide-74
SLIDE 74

https://youtu.be/4eBmyttcfU4?t=1m4s

Scanning

slide-75
SLIDE 75

https://youtu.be/QqhkdHlCHLk?t=4s

Hands

:04 - :58

slide-76
SLIDE 76

https://tinyurl.com/y8x5j7k6

1:25

0:00 - 1:00

slide-77
SLIDE 77

Voice Inflection

slide-78
SLIDE 78

1:46 - 2:15

slide-79
SLIDE 79

https://youtu.be/OvEci5Bjgd4?t=1m48s 1:46 - 2:15

slide-80
SLIDE 80

Emblems: Second layer of communication - Total communication Simultaneous communication

slide-81
SLIDE 81
slide-82
SLIDE 82
slide-83
SLIDE 83

I m p r

  • v

e m e n t

slide-84
SLIDE 84

I m p r

  • v

e m e n t

slide-85
SLIDE 85

I m p r

  • v

e m e n t Great Improvement

slide-86
SLIDE 86

I m p r

  • v

e m e n t Great