Engaging Adult Learners
Delivering a “Wow Worthy”
Presentation
www.co-case.org
Interactive
Workbook Inside
case Center for Excellence in Educational Leadership
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Table of Contents
The Art of Andragogy: What do we know about adult learning?. . . . . . . . . . . . . . 3
Presentation Planning Workbook
Start 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Appendices: Tips and Ideas
Appendix A: Delivery Formats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Appendix B: Openers, Norms, Transitions and Closing Activities. . . . . . . . . . . . . 9
Appendix C: Facilitation Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Appendix D: Public Speaking 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Appendix E: Active Engagement Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Appendix F: Best Practices for Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Appendix G: Creating Effective PowerPoint Presentations and Handouts. . . . . 14
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
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Engaging adult learners: delivering a “Wow worthy” presentation
The Art of Andragogy
What do we know about adult learning?
Adults...
✓✓ Learn more through discussion and problem solving than
through passive listening or content-oriented classes.
✓✓ Use life experiences (including errors) to build context and
meaning for learning.
✓✓ Want time to process. Learners cannot listen and construct
meaning at the same time. Even brief, 30-second to three-minute
activities where the learner can make meaning of the content will
help them retain and engage the information.
✓✓ Are most interested in learning topics that have immediate
relevance to their work and/or personal lives.
✓✓ Learn on a need-to-know basis and want to be involved in the
planning and evaluation of the instruction.
✓✓ Are competency based learners wanting to apply their new skill
or knowledge to their circumstances.
It’s important as a presenter to understand that using some of the techniques suggested within could
make learners uncomfortable. You should understand that adult learners may need time to adjust to using
adult learning techniques. Balancing what engagement strategies you use with the overall goal for your
presentation 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 been
conditioned to be dependent on teachers to teach them. And so they often experience
a form of culture shock when first exposed to truly adult educational programs.
Malcolm Knowles, The Adult Learner
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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. What three things do you want your audience to remember?
1.
2.
3.
Select a strong title and introduction
Providing participants with an engaging title and a strong introduction/overview of the presentation is a great way
to ignite participation and excitement.
Title
Introduction
Plan the big picture
Consider 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]
4
FF Case Study
FF Lecture with Interaction
FF Project-Based Workshop
FF Collaborative Dialogue
FF Panel Presentation or Symposium
FF World Café
FF Demonstration
FF Pecha Kucha
FF Other:
Engaging adult learners: delivering a “Wow worthy” presentation
Presentation Planning Workbook
Create and pace the agenda
One of the most common criticisms of a session is about pacing, either there wasn’t enough time or too much time
was 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 on
previously covered content?
What can be accomplished in the time allotted?
Design the openers
Openers should be aligned to your objective, break preoccupation, allow networking and relate to the
group content.
What opening activities will you use? [Click to learn more: Appendix B]
case Center for Excellence in Educational Leadership
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Presentation Planning Workbook
Set the ground rules or norms
Creating a list of shared expectations for what participants can expect and how they should behave puts people
at 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 transitions
To signal a group to come back to attention, consider using transition signals and/or music. Playing music while
attendees 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 starting
FF Noise makers: Chimes, bells, alarm, timer
FF Countdown embedded into slide or online (www.online-stopwatch.com)
FF Other:
Consider how best to facilitate the session
Strong 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 activities
Adults 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]
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FF Think-Pair-Shares
FF Keep in Touch
FF Line Ups/Small Circles
FF Simulations
FF Jigsaw–Teach each other
FF Case Studies
FF Note Catchers or Games
FF Other:
Engaging adult learners: delivering a “Wow worthy” presentation
Presentation Planning Workbook
Close with reflection and action planning
Reflection helps cement the learning. Ask participants to think about how they will use the information when
they 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 learning
What 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 requirements
Determine what AV equipment you will need. Please check with the event host to determine what will be available to
you and what you should be prepared to bring.
What AV equipment do you need?
FF Laptop and thumbdrive with a backup of your PPT
FF Chart paper and markers
FF LCD projector and screen
FF Internet connection
FF Audio for computer
FF Other:
FF Microphone
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Appendix A
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Delivery Formats
As you plan the delivery for your presentation content, please take into consideration
best practices for adult learning. Select a delivery format from the list below that best
fits your content.
Case Study: A systematic way of examining a single instance, program, initiative or event, by collecting
data, analyzing information and reporting the results. The presenter explains how a program was designed
and 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, purposeful
and collaborative thinking, and positive inquiry. Sessions give participants the opportunity to ask direct
questions of the expert and to give input on the specific issues addressed.
Demonstration: A presentation to demonstrate how things are done and showcases a specific
technique, 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 to
ask 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 or
research 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 several
presenters together in the same presentation for the purpose of introducing a variety of new ideas. Each
presenter 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 for
dialogue and to delve deeper into the topic.
Project-Based Workshop: A highly interactive and productive workshop to address pertinent
issues 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 collegial
conversations link and build on each other as participants move between groups, cross-pollinate ideas and
discover new insights. Using an integrated set of design principles, the World Café experience evokes
and makes visible the collective intelligence of the group.
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Engaging adult learners: delivering a “Wow worthy” presentation
Appendix B
Openers, Norms, Transitions and Closing Activities
These 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 helpful
next steps after they leave your session.
Openers
Transitions
Return to Workbook
You might avoid the use of the term “ice breaker” as
many adults can see this as a waste of time. Think about
starting the session by asking someone to share the
takeaways from the sessions they went to before yours or
use something like the “Triple Play” opener below that
makes the opener relevant to the participant.
“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 session
topic or an example of an issue you have at
your worksite.
Ground Rules or Norms
•
•
Other:
•
•
•
•
Music stopping and starting
Noise makers: Chimes, bells, alarm, timer
Countdown embedded into slide or online:
www.online-stopwatch.com
Closing Activities,
Reflection and Feedback
•
Participate actively: Listen with the intent to learn, ask
questions, share relevant thoughts and ideas.
Support the learning of others: Balance conversations
and share airspace.
Consider the content in the context of your own work.
Use chart paper as a parking lot to post questions to
be addressed later.
Take care of your own personal needs.
Be present: Silence phones, etc.
Have fun!
•
•
•
Here are some sample ground rules/norms that will
help your presentation be a success:
•
•
•
At the beginning of the session, take a minute to set the
norms, including explaining your attention and transition
signals and the expectations you have for audience
engagement and participation.
•
To signal a group to come back to attention,
consider using these transition tips:
•
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Summarize 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 and
hold each other accountable.
−− Snowball: Have participants write down an idea
they’ll take from your session on a slip of provided
paper, crumple the paper into a snowball, volley
the snowballs around the room, catch a new
snowball and select some to read out loud.
Evaluate
Be sure to ask participants to complete the provided
comment card and/or the online survey form. For some
events, there may be a survey feature available on the
event mobile app.
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Appendix C
Facilitation Strategies
Strong facilitation strategies help you focus the presentation and engage adult learners.
Embed Positive Statements
Helpful 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 think
about how it can help you...
✓✓ As you work together in teams during the next
activity, be sure to look for...
✓✓ To energize our thinking and problem solving
skills today...
Avoid Negative Statements
Introductory statements that negatively
frame thoughts:
³³ I know you have some concerns participating
today 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 with
this type of activity, but...
³³ I am sure that you will not want to do this...
TAKE the temperature in the room
Questioning your audience
•
•
•
•
•
Start your presentation with audience
expectations regarding questions.
Use whole group questions which help
audiences focus on common experiences and build bridges (e.g. How many of you have had this happen?).
Schedule several designated Q & A times during the presentation.
Avoid asking the audience questions that have only one specific answer. The goal is to increase learning and retention, and we know conversation has to happen for this to take place.
Ask open-ended questions that participants can discuss with each other, which helps them invest more in the topic.
Make sure you are taking the temperature in the
room—is your audience tracking with you? Are you
losing people either because they have questions
or because they haven’t been able to engage with
the material in a meaningful way? Identify ways to
monitor and adjust your presentation and help boost
overall learning.
If you start to lose your audience, you can try one of
these techniques:
•
•
•
Discussion starters
The discussion leader will be the person who...
•
•
•
•
•
10
has a birthday closest to today’s date
is wearing a specific color of clothing
has the most experience/least experience
took the most unique vacation within the last year
lives the farthest distance away
•
•
Say anything! Stop and let individuals say anything
in 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 to
today to discuss...
Get up and move: Grab your materials and move to
another area of the room to discuss...
Re-group—LITERALLY! Use any excuse to rearrange
participants.
(The above facilitation tips are excerpted from Millard Public
Schools Staff Development Training by Jodi Grosse and
Dr. Kim Saum-Mills.)
Engaging adult learners: delivering a “Wow worthy” presentation
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Appendix D
Public Speaking 101
When you step in front of your audience to give your presentation, they will be looking
forward to learning from your research, insight and expertise. Follow these tips to
make 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 logical
progression 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 read
from 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 and
continue. No need to make excuses or apologize profusely.
Maintain eye contact Use the three-second technique: look into the eyes of a person in the
audience 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 obviously
not getting across to your audience, be prepared to change your strategy midstream. If you are short of
time, 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 reflect
and think. Don’t race through your presentation and leave your audience, as well as yourself, feeling out
of breath. Avoid “um” between thoughts. Brief silence is a good alternative.
Add humor whenever appropriate and possible People like to laugh. Remember
that a fun, interesting speech makes time fly.
Make sure everything works before you start your session If possible, have
an 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 so
they will not be distracted taking unnecessary notes during your presentation. Also, indicate when you
will be taking questions (throughout the session or at the end).
Have a clear, positive ending End your session
with an interesting remark or an appropriate punch line to
leave your listeners with a positive impression and a sense of
completion. Do not belabor your closing remarks. Thank your
audience and suggest next steps or indicate where you will
be for additional questions.
(Public Speaking Tips excerpted from OmniPress)
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Appendix E
Active Engagement Strategies
Remember that engagement is key! Participants will learn more when they are
engaged and interacting with the content. Whatever the delivery format of your
presentation (lecture, panel discussion, Q&A, etc.), it’s important that one of your
desired outcomes is adult learning.
Brain training
Seven strategies that take advantage of
how the brain learns best:
Audience “talk”
Five Reasons why audience discussions are
important—Talking to another person:
1 Reciprocal Teaching
1 Increases retention
2 Storytelling
2 Fosters feedback
3 Metaphor, Analogy, Simile
3 Nurtures relationships
4 Role Play—Simulation
4 Increases meta learning
5 Reflect & Write
5 Increases self-esteem
6 Visuals
7 Problem-Based Learning
For every 20 minutes of new content, try to
provide at least three to five minutes of down
time for attendees to discuss new information.
Engagement and Participation Strategies
Think-Pair-Shares: Discuss with neighbors, small groups, etc. Have groups or partners respond to a
question together.
Line Ups/Small Circles: Have two lines of people or two concentric circles of people and have them respond
to a question and then shift to new partners to keep sharing/gathering new perspectives.
Jigsaw–Teach Each Other: Have groups share out, then one person from each table moves to the next table
to share what they learned at the previous table and learn what that table discussed. Continue moving as new
questions are discussed. (Number off at the table and randomly select different numbers to move each time.)
Note Catchers or Games: Fun note catchers or games like Bingo based on hearing words or phrases from
the presentation.
Keep in Touch: Challenge participants to stay in touch with a discussion partner (via email, phone, etc.) to discuss
how they’ve been applying what they’ve learned or holding them accountable to implementing new ideas.
Simulations: Practice the ideas presented in your presentation in a scenario your participants might encounter.
Case Studies: This gives the participant an opportunity to problem-solve together.
Protocols
For small group discussions to be most effective, consider
using one of many formal discussion protocols, such as:
Protocols for Professional Learning by Lois Brown Easton
The Power of Protocols: An Educator’s Guide to Better
Practice by Joseph P. McDonald, Nancy Mohr, Alan Dichter,
Elizabeth C. McDonald
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If teaching were the same thing
as telling, we would be so smart
we couldn’t stand it.
Mark Twain
Engaging adult learners: delivering a “Wow worthy” presentation
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Appendix F
Best Practices for Handouts
As a presenter at an educational event, you are the subject-matter expert. Your job is to
present new ideas and data to your audience. The slide presentation itself is important,
but you can also create a long-lasting and important impact with well-constructed and
meaningful handouts.
Don’t rely on only your
PowerPoint slides
Consider Design
Your slides are designed to help guide your audience
while you speak and should include high-level bullet
points. Your handouts need to include more comprehensive information. Consider your slides to be your
speaking guide and your handouts to be a synopsis of
your session. If you wish to show your slides as a visual
guide, use the PowerPoint notes pages or export the
slides to Microsoft Word (using the “Send To” option in
the file menu) so you can fill in your supportive details.
Create Your Handouts
to Stand Alone
Don’t just print the slides you speak from—it’s the
easy way out! Remember that it may be awhile after
your presentation before someone refers back to
your handout. Take a moment to write out specific
details to support each slide. You might even exclude
information from your slides and only focus on your
key points.
Keep Handouts as a Brief
reference tool
A short slide presentation calls for two to three pages
of handout material. Even a long presentation only
needs a handful of pages (three to five pages). The
intention of your handouts is not for attendees to
follow along during your session; rather they become
a reference tool for use at a later time.
Attractive, well-designed handouts are easier to
read and make a lasting impression. Remember that
your handouts are a representation of you and your
organization. When in doubt, keep it simple. When
using graphics remember what looks good on screen
may not print well in a smaller size in your handouts.
Be sure your charts and tables are legible and include
some notes so your readers understand the point you
are making by including them.
Include the Essentials
At a minimum, include the following: speaker’s name,
title and organization, title and date of presentation,
contact information, presentation outline with key
concepts and supporting documents.
Go a Little Further
Give your audience a little something extra in your
handouts, such as a list of references, copies of
related articles, a list of useful websites to visit, case
studies, or experiments and action items your
audience should do after attending your session.
(Best Practices for Session Handouts: Excerpted from
OmniPress)
Fun Note Catcher Ideas
Create a note catcher template for your audience that helps them pay
closer attention (listening for key words, like in the Bingo note catcher)
or organize the learning so that they have takeaways and an action plan.
Bingo: Here is a website that allows you to build your own custom bingo
game, based on key “listen for” words you may say during your presentation.
Be sure to have a prize ready for the first person to get a bingo.
www.print-bingo.com
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Appendix G
Creating Effective PowerPoint
Presentations and Handouts
Your handouts, technology or participation props and materials are all keys to a
successful presentation.
Best Practices for Creating
PowerPoint Presentations
There are numerous websites that give tips on how
to create effective PowerPoint presentations.
Here are some of the best:
www.ellenfinkelstein.com/powerpoint_tips.html
www.garrreynolds.com/Presentation/index.html
www.presentationadvisors.com
PowerPoint Beyond the Screen
8 Preparation Tips for Printed and Digital Reproduction
If you’re creating handouts or a slide presentation for your session, keep the following tips in mind when
preparing your materials:
11. Fonts: Embed all TrueType fonts. When you save your
file, the “save as” dialog window has the “Embed
TrueType Fonts” option under the “Tools” pull down
menu. Selecting this option ensures your fonts will
be included with your file. Note: If you are using a
custom logo font, send the font files along with your
presentation.
22. Graphics: Embed all graphics in your file. Try to limit
the use of high-resolution graphics, as files containing
very detailed graphics, blends, or gradients with
many layers and components tend to draw slower on
screen. Most presentations are designed for on-screen
color display, but remember that your handouts will
probably be printed in black and white or grayscale. Try
printing or viewing your presentation in grayscale to
make sure shaded objects, graphics and backgrounds
are readable. Hint: PowerPoint help files may make
recommendations to optimize your graphics for printing.
33. Logos: Graphics or logos that have transparent
backgrounds may cause problems when converted
to PDF format. Try embedding the logo into the
background art instead of overlaying it.
44. Transparency: Objects that you apply a semi-
5. Slide Animations: Avoid using slide animations when
5
preparing your content for printed or electronic output.
Slides converted to PDF will not include animation. Try
to present information over several slides rather than
reusing a single slide to avoid overlapping text and
graphics.
6. Slide Size: Use the On-Screen Show standard slide size
6
(10” x 7.5”) whenever possible.
7. Audio and Video: If your files include sound effects,
7
video clips and other forms of multimedia, you should
always include the native audio and video files when
you turn in your presentation to the event host.
8
8. File Type: Supply the native PowerPoint (.ppt) file, not
the PowerPoint Show version (.pps). For Word files,
a simple .doc file works just fine. Realize that most
publishers will convert your content to PDF format,
especially if it is being produced on CD or online. PDF
files are universal for viewing on all computer types,
and the conversion process typically reduces file size
making them faster when viewing.
(PowerPoint Beyond the Screen: Excerpted from
OmniPress)
transparent feature to will become solid when
converted to PDF format, which may cover up any
information underneath. Try using a lighter shade of
your color as an alternative.
14
Engaging adult learners: delivering a “Wow worthy” presentation
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Looking for more? Our references below can provide further information
or techniques and tips for you to try.
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Dicther, A.; McDonald, E.; McDonald, J.; Mohr, N. 2003. The Power of Protocols: An Educator’s
Guide to Better Practice. New York, NY: Teachers College, Columbia University.
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Easton, L., 2009. Protocols for Professional Learning. Alexandria, VA: ASCD.
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Engaging adult learners: delivering a “Wow worthy” presentation