Effective Presentations- Dilek Tokay Presentations play an important role in both docx

Effective Presentations - Dilek Tokay, SU 2004 Presentations play an important role in both your education and career at all levels. Presentations include the integration of all skills reading, writing, listening, speaking, and research to make oral and visual communication serve an aim. In education, the aim can be to give new or cumulative information, and in the business world, to introduce new products or services and/ or revamp existing ones. High-level presentation skills assist you to deliver a speech to inform, lead, and influence your audience in a confident, credible, and persuasive manner with effective language and expressive body language as well as audio-visual aids. The key questions are: What? Why? Whom? Where? When? With which tools? HOW? Presentations consist of three phases: • • Preparation/ Planning • • Exploitation/ Delivery/ Interaction • • R R o o u u n n d d - - u u p p/ Feedback Preparation/ Planning Strategies Plan your presentation carefully. This will make your transfer of information more effective, so the audience can thoroughly grasp your message. Good preparation will also make you more confident when you are presenting information. Focusing on Objective, Content, and Organization of the Material to be Presented D D e e c c i i d d i i n n g g f f o o r r C C o o n n t t e e n n t t [Please attend the workshop for detailed information.] After brainstorming on a given or chosen topic, set your thesis. Decide how your thesis/ claim can be presented in the most relevant and appropriate manner to your audience and carry out research for collecting accurate data. Be selective! Don't forget, information to be presented has to be accurate, precise, and in an easy-to- follow format. S S e e t t t t i i n n g g O O b b j j e e c c t t i i v v e e s s Think about what you want to achieve. Are you aiming to inform or persuade your audience? O O r r g g a a n n i i z z a a t t i i o o n n [Please attend the workshop for detailed information.] • • Presentations start with a brief introduction and end with a brief conclusion. Use the introduction to welcome your audience, introduce your topic, outline the structure of your talk, and pinpoint the questions you will raise. • • In the body of your presentation, support your topic/ claim with examples. • • In your conclusion, summarize the main points of your presentation, thank the audience for their attention, and invite questions. For closer involvement of the audience, you can invite questions at the end of the parts/ main sections of the body of your presentation or you can ask questions. To present the information in an organized manner the following steps are recommended: • • Doing research on a topic - Collecting information • • Outlining the presentation • • Wording the presentation • • Using cards for the speech, instead of A4 size paper • • Highlighting key words and using signs/ color-coding on the cards for different activities during the exploitation Example: Card 1 Card 2 Card 3 # OHP 2 - Talk ………………….….……. …… ………………….…. # Handout 1- Talk …………………………… # OHP 3 - Talk ………………….….… ………… …….……… # Video Extract 2- Talk ………………… ….… # OHP 1 - Talk ………………….….…… ……… ………………… # Video Extract 1- Talk … …………………….… Supporting the Main Points with Audio-Visual Aids, [PowerPoint] [Please attend the workshop for detailed information on choice of Audio -Visual Aids] What makes a presentation different from a speech is the use of audio-visuals and illustrations/ explanations/ demonstrations related to them. If you have a lot of complex information to explain, think about using some charts, diagrams, graphs on screen/ overhead projector. Using PowerPoint slides is an excellent way to present clear and precise information. Audio-visual aids can make a presentation more interesting and easier to understand with color, action, and sound; but make sure they serve a function and go parallel to your speech. Don't try to put too much information on each slide. Don't choose music, which is irrelevant for your content. The following can be used to support and enrich the power of the spoken word: • • Diagrams • • Charts/ Maps • • Statistics • • Pictures • • Posters/ Flashcards • • Film Extracts/ Music • • O O b b j j e e c c t t s s f f o o r r d d e e m m o o n n s s t t r r a a t t i i o o n n Considering the Physical Surroundings/ Technological Facilities Please attend the workshop for detailed information on facilities] To make effective presentations, your physical surroundings are extremely important. You have to check the following at least three days in advance to make the necessary changes: • • Room • • Lights • • Space for action • • Seating arrangements • • Apparatus • • Technology • • Acoustics Considering the Human Element - Audience Try to find specific answers to the following questions before you design the layout of your presentation: • • Whom will you be addressing? Age/ Gender Size of the group • • What does your audience need to know? What do they already know?  What will your audience expect in terms of content and approach? Familiarity with the subject matter - Threshold for acquisition Interests/ Expertise/ Background Planning the Delivery of the Presentation with Interaction Your approach determines how you present your talk. Try to develop your key points in a logical way with relevant, interesting, and varied examples, facts, and figures for support. You might also like to include one or two icebreakers for additional variety. Remember, when you are on stage, your audience will be focusing on only YOU! Prepare yourself for the following: • • Control of verbal and nonverbal communication • • Control of emotion and appearance • • Keeping the audience alert • • Giving the message in a clear/ assertive/ pleasant manner • • Timing all the activities • • I I n n v v o o l l v v i i n n g g t t h h e e a a u u d d i i e e n n c c e e i i n n t t h h e e c c o o n n t t e e n n t t a a s s a a c c t t i i v v e e p p a a r r t t i i c c i i p p a a n n t t s s Y Y o o u u c c a a n n d d e e s s i i g g n n i i n n t t e e r r a a c c t t i i v v e e a a c c t t i i v v i i t t i i e e s s u u s s i i n n g g t t h h e e f f o o l l l l o o w w i i n n g g : : Q Q u u e e s s t t i i o o n n s s / / Q Q u u e e s s t t i i o o n n n n a a i i r r e e s s P P u u z z z z l l e e s s / / C C h h e e c c k k l l i i s s t t s s f f o o r r P P r r o o b b l l e e m m S S h h o o o o t t i i n n g g B B r r a a i i n n s s t t o o r r m m i i n n g g / / M M i i n n d d m m a a p p p p i i n n g g / / S S e e q q u u e e n n c c i i n n g g / / C C a a t t e e g g o o r r i i z z i i n n g g P P a a i i r r / / G G r r o o u u p p w w o o r r k k Setting Strategies after Finding Explicit Answers to the Following Questions: T T O O P P I I C C : : A A s s s s i i g g n n e e d d b b y y i i n n s s t t r r u u c c t t o o r r / / c c o o n n s s u u l l t t a a n n t t / / s s p p e e c c i i a a l l i i s s t t o o r r c c h h o o s s e e n n b b y y p p r r e e s s e e n n t t e e r r ? ? K K I I N N D D O O F F P P R R E E S S E E N N T T A A T T I I O O N N : : A A 3 3 0 0 - - m m i i n n u u t t e e I I n n d d i i v v i i d d u u a a l l P P r r e e s s e e n n t t a a t t i i o o n n , , o o r r a a 5 5 0 0 - - m m i i n n u u t t e e G G r r o o u u p p P P r r e e s s e e n n t t a a t t i i o o n n ? ? O O B B J J E E C C T T I I V V E E : : P P r r e e s s e e n n t t i i n n g g i i n n f f o o r r m m a a t t i i o o n n o o n n a a s s u u r r v v e e y y t t o o p p i i c c o o r r p p r r e e s s e e n n t t i i n n g g a a n n i i s s s s u u e e / / q q u u e e s s t t i i o o n n f f o o r r a a n n a a l l y y s s i i s s ? ? P P R R E E S S E E N N T T A A T T I I O O N N P P L L A A N N : : T T o o b b e e s s u u b b m m i i t t t t e e d d t t o o s s p p e e c c i i a a l l i i s s t t / / p p a a r r t t i i c c i i p p a a n n t t s s b b e e f f o o r r e e o o r r a a f f t t e e r r p p r r e e s s e e n n t t a a t t i i o o n n ? ? M O D E L W R I T T E N P L A N A A C C T T I I V V I I T T I I E E S S A A I I D D S S U U S S E E D D T T I I M M E E A A L L O O T T T T E E D D W W a a r r m m - - u u p p O O r r a a l l / / V V i i s s u u a a l l P P i i c c t t u u r r e e s s / / s s l l i i d d e e s s / / p p o o s s t t e e r r s s / / r r e e a a l l i i a a A A p p p p . . 1 1 m m i i n n . . I I n n t t r r o o d d u u c c t t i i o o n n / / O O r r a a l l / / V V i i s s u u a a l l / / W W r r i i t t t t e e n n G G e e n n e e r r a a l l F F r r a a m m e e S S a a m m e e a a s s a a b b o o v v e e A A p p p p . . 2 2 m m i i n n s s . . … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … B B o o d d y y / / S S u u p p p p o o r r t t O O r r a a l l / / V V i i s s u u a a l l / / W W r r i i t t t t e e n n S S l l i i d d e e s s A A p p p p . . 2 2 0 0 m m i i n n s s . . A A r r g g u u m m e e n n t t Q Q u u e e s s t t i i o o n n - - A A n n s s w w e e r r … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … . . … … … … … … … … … … … … … … … … . . . . C C o o n n c c l l u u s s i i o o n n / / O O r r a a l l & & W W r r i i t t t t e e n n S S l l i i d d e e s s A A p p p p . . 6 6 m m i i n n s s . . R R o o u u n n d d - - u u p p / / f f e e e e d d b b a a c c k k Q Q u u e e s s t t i i o o n n - - A A n n s s w w e e r r … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … . . S S u u p p p p l l e e m m e e n n t t a a t t i i o o n n O O r r a a l l : : I I n n s s t t r r u u c c t t i i o o n n s s H H a a r r d d c c o o p p i i e e s s A A p p p p . . 1 1 m m i i n n . . W W r r i i t t t t e e n n : : A A c c t t i i v v i i t t y y S S h h e e e e t t Designing Written Material on PowerPoint [Please attend the workshop for samples.] • • C C h h o o o o s s e e t t h h e e m m o o s s t t a a p p p p r r o o p p r r i i a a t t e e f f o o n n t t . . A A r r i i a a l l / / T T i i m m e e s s N N e e w w R R o o m m a a n n • • U U s s e e t t h h e e m m o o s s t t a a p p p p r r o o p p r r i i a a t t e e f f o o n n t t s s t t y y l l e e . . R R e e g g u u l l a a r r / / B B o o l l d d - - A A v v o o i i d d I I t t a a l l i i c c s s u u n n l l e e s s s s i i t t i i s s a a n n e e e e d d . . • • C C h h o o o o s s e e t t h h e e r r i i g g h h t t f f o o n n t t s s i i z z e e . . H H e e a a d d i i n n g g s s / / T T i i t t l l e e s s : : 3 3 6 6 - - 4 4 4 4 T T e e x x t t : : 2 2 0 0 - - 3 3 2 2 • • C C h h o o o o s s e e t t h h e e m m o o s s t t a a p p p p r r o o p p r r i i a a t t e e c c a a s s e e . . T T i i t t l l e e C C a a s s e e - - A A v v o o i i d d U U P P P P E E R R C C A A S S E E o o t t h h e e r r t t h h a a n n f f o o r r a a t t t t e e n n t t i i o o n n . . • • U U s s e e s s h h a a d d o o w w f f o o r r l l e e g g i i b b i i l l i i t t y y i i f f y y o o u u a a r r e e u u s s i i n n g g s s o o f f t t c c o o l l o o r r s s . . • • U U s s e e K K E E Y Y W W O O R R D D S S . . • • U U s s e e p p h h r r a a s s e e s s / / f f r r a a g g m m e e n n t t s s – – A A v v o o i i d d l l o o n n g g s s e e n n t t e e n n c c e e s s . . • • U U s s e e B B U U L L L L E E T T S S o o r r S S Y Y M M B B O O L L S S f f o o r r o o r r g g a a n n i i z z a a t t i i o o n n , , n n o o t t f f o o r r d d e e c c o o r r a a t t i i o o n n . . • • C C h h e e c c k k f f o o r r G G R R O O U U P P I I N N G G & & S S P P A A C C I I N N G G . . • • C C h h e e c c k k f f o o r r M M A A R R G G I I N N S S . . L L e e f f t t - - R R i i g g h h t t / / T T o o p p - - B B o o t t t t o o m m m m i i n n i i m m u u m m 1 1 c c m m . . • • D D o o n n ’ ’ t t f f i i l l l l i i n n e e a a c c h h s s l l i i d d e e w w i i t t h h l l o o a a d d e e d d w w r r i i t t i i n n g g . . S S t t a a n n d d a a r r d d i i s s 6 6 - - 1 1 0 0 l l i i n n e e s s . . A A v v o o i i d d m m o o r r e e t t h h a a n n 1 1 4 4 l l i i n n e e s s . . • • S S t t i i c c k k t t o o m m a a x x i i m m u u m m 4 4 d d i i f f f f e e r r e e n n t t c c o o l l o o r r s s u u s s e e d d a a s s a a c c o o d d e e . . Choosing Audio-Visuals [Please attend the workshop for samples.] • • C C h h o o o o s s e e p p i i c c t t u u r r e e s s a a c c c c o o r r d d i i n n g g t t o o a a i i m m s s . . D D o o n n ’ ’ t t o o v v e e r r l l o o a a d d P P P P s s l l i i d d e e s s w w i i t t h h v v i i s s u u a a l l s s . . • • D D o o n n ’ ’ t t p p u u t t c c o o m m p p l l i i c c a a t t e e d d c c h h a a r r t t s s / / g g r r a a p p h h s s / / m m a a p p s s o o n n s s l l i i d d e e s s . . G G i i v v e e t t h h e e m m a a s s h h a a n n d d o o u u t t s s . . • • D D o o n n ’ ’ t t p p u u t t i i n n m m a a t t e e r r i i a a l l t t h h a a t t y y o o u u w w o o n n ’ ’ t t m m e e n n t t i i o o n n o o r r a a l l l l y y . . • • C C o o n n t t r r o o l l h h a a r r m m o o n n y y o o f f c c o o l l o o r r s s a a n n d d a a c c t t i i o o n n t t o o s s e e r r v v e e f f o o r r c c l l a a r r i i t t y y o o f f m m e e a a n n i i n n g g . . • • C C h h o o o o s s e e m m u u s s i i c c a a l l e e l l e e m m e e n n t t s s / / e e f f f f e e c c t t s s f f o o r r v v a a r r i i e e t t y y . . Arrangement of the Room [Please attend the workshop for models.] • • E E m m p p l l o o y y a a r r o o u u n n d d m m o o d d e e l l s s e e a a t t i i n n g g a a r r r r a a n n g g e e m m e e n n t t w w i i t t h h w w h h e e r r e e e e v v e e r r y y b b o o d d y y c c a a n n s s e e e e o o n n e e a a n n o o t t h h e e r r . . T T h h e e h h o o r r s s e e s s h h o o e e m m o o d d e e l l i i s s t t h h e e b b e e s s t t f f o o r r l l o o g g i i s s t t i i c c s s . . • • S S e e t t t t h h e e a a p p p p a a r r a a t t u u s s B B E E F F O O R R E E t t h h e e p p r r e e s s e e n n t t a a t t i i o o n n . . • • C C h h e e c c k k t t h h e e s s c c r r e e e e n n a a n n d d p p r r o o j j e e c c t t o o r r a a n n d d t t h h e e s s u u i i t t a a b b i i l l i i t t y y o o f f m m u u s s i i c c a a l l e e f f f f e e c c t t s s . . • • C C h h e e c c k k t t h h e e l l i i g g h h t t s s a a n n d d t t h h e e c c u u r r t t a a i i n n s s . . • • C C h h e e c c k k h h e e a a t t i i n n g g a a n n d d a a i i r r c c o o n n d d i i t t i i o o n n i i n n g g f f o o r r t t h h e e a a u u d d i i e e n n c c e e ' ' s s c c o o m m f f o o r r t t . . T T h h i i s s w w i i l l l l a a f f f f e e c c t t c c o o n n c c e e n n t t r r a a t t i i o o n n . . Preparing YOURSELF! [Please attend the workshop for more details.] • • R R e e h h e e a a r r s s e e i i n n f f r r o o n n t t o o f f a a m m i i r r r r o o r r to see your gestures and body language . . Allow time to practice your presentation. This will give you a chance to identify any weak points or gaps. You will also be able to check the timing, and make sure you can pronounce any subject-specific terminology correctly and confidently. • • P P a a y y a a t t t t e e n n t t i i o o n n t t o o y y o o u u r r g g r r o o o o m m i i n n g g . . C C h h o o o o s s e e a a p p p p r r o o p p r r i i a a t t e e a a t t t t i i r r e e a a s s a a n n i i n n d d i i c c a a t t i i o o n n o o f f y y o o u u r r r r e e s s p p e e c c t t t t o o t t h h e e a a u u d d i i e e n n c c e e . . • • P P r r e e p p a a r r e e n n u u m m b b e e r r e e d d P P R R E E S S E E N N T T A A T T I I O O N N C C A A R R D D S S t t o o i i n n s s u u r r e e f f l l u u e e n n c c y y o o f f t t h h e e s s p p e e e e c c h h . . • • P P r r e e p p a a r r e e y y o o u u r r G G E E N N E E R R A A L L F F R R A A M M E E t t o o b b e e p p u u t t o o n n y y o o u u r r s s p p e e a a k k e e r r ' ' s s d d e e s s k k f f o o r r a a q q u u i i c c k k l l o o o o k k d d u u r r i i n n g g t t h h e e d d e e l l i i v v e e r r y y . . Presentation/ Exploitation I I m m p p l l e e m m e e n n t t e e v v e e r r y y t t h h i i n n g g y y o o u u h h a a v v e e p p l l a a n n n n e e d d . . N N o o w w t t h h a a t t y y o o u u a a r r e e o o n n s s t t a a g g e e , , t t h h e e f f o o c c u u s s o o f f a a t t t t e e n n t t i i o o n n i i s s Y Y O O U U ! ! • • M M o o o o d d: You will probably be nervous at the beginning of your presentation. Don't worry, most people are nervous in this situation. Start with a warm and assertive voice. Don't forget, the first impressions are very important and the opening is the time you establish your rapport with the audience. • • E E y y e e C C o o n n t t a a c c t t : : L L o o o o k k a a t t y y o o u u r r a a u u d d i i e e n n c c e e as you speak t t o o s s e e e e i i f f t t h h e e y y a a r r e e f f o o l l l l o o w w i i n n g g y y o o u u r r t t a a l l k k . . Eye contact is essential for maintaining a good rapport. You will also be able to pick up signals of boredom or disinterest, in which case you can use recap or shorten some parts of your presentation. • • V V o o i i c c e e Q Q u u a a l l i i t t y y a a n n d d M M o o d d u u l l a a t t i i o o n n - - P P a a u u s s e e s s / / R R e e c c a a p p s s : : You must be clearly audible at all times. Don't let your voice drop at the end of sentences. If you vary your intonation, your voice will be more interesting to listen to and you will be able to make your points more effectively. • • S S i i m m p p l l i i c c i i t t y y a a n n d d C C l l a a r r i i t t y y o o f f L L a a n n g g u u a a g g e e: Use short words and sentences that you are comfortable with. There is no benefit in using difficult language. Active verbs are much easier to understand than passive verbs. Avoid jargon unless you are sure all your audience will understand it. • • S S m m o o o o t t h h T T r r a a n n s s i i t t i i o o n n s s / / Signaling: Indicate when you've completed one point or section in your presentation and are moving on to the next. Give your audience clear signals as to the direction your presentation is taking. [Please attend the workshop for a list of Signal Words/ Attention Pointers.] • • B B o o d d y y L L a a n n g g u u a a g g e e: Stand with a good posture and try to be aware of any repetitive hand gestures or awkward motions that might irritate your audience. Show extra care for your body language and gestures when you receive comments or questions. Never turn your back to the audience for the use of the board or for reading the material on the screen. • • L L o o c c a a t t i i o o n n - - C C l l o o s s e e n n e e s s s s / / D D i i s s t t a a n n c c e e t t o o t t h h e e A A u u d d i i e e n n c c e e : : S S t t a a n n d d a a t t a a c c e e n n t t r r a a l l l l o o c c a a t t i i o o n n , , a a t t a a n n a a p p p p r r o o x x i i m m a a t t e e l l y y e e q q u u a a l l d d i i s s t t a a n n c c e e f f r r o o m m t t h h e e f f r r o o n n t t r r o o w w . . M M o o v v e e s s l l o o w w l l y y t t o o t t h h e e s s c c r r e e e e n n , , b b a a c c k k t t o o t t h h e e m m a a i i n n d d e e s s k k o o r r c c l l o o s s e e r r t t o o t t h h e e a a u u d d i i e e n n c c e e , , b b u u t t n n e e v v e e r r c c l l o o s s e e r r t t h h a a n n o o n n e e m m e e t t e e r r . . • • U U s s e e o o f f A A u u d d i i o o - - V V i i s s u u a a l l A A i i d d s s: Use your visual aids confidently, making sure you allow your audience time to absorb information from slides/ transparencies. If you use audio or video cassettes, because your topic needs that kind of variety for introduction, body, or conclusion, watch out not to lose time due to the apparatus settings. • • I I n n t t e e r r a a c c t t i i v v e e S S t t r r a a t t e e g g i i e e s s / / Audience rapport: Try to be enthusiastic. Your interest in the subject matter will transmit to your audience. Show that you are really sharing this experience with the audience. Keep the audience interested with intelligent recap questions asked in a dynamic tone. M M a a k k e e t t h h e e a a u u d d i i e e n n c c e e a a c c t t i i v v e e p p a a r r t t i i c c i i p p a a n n t t s s with short but meaningful pair/ group work. Round-up & Feedback Techniques [Please attend the workshop for more details.] • • G G i i v v e e a a b b r r i i e e f f i i t t e e m m i i z z e e d d s s u u m m m m a a r r y y . . • • A A s s k k q q u u e e s s t t i i o o n n s s o o n n v v i i s s u u a a l l o o r r o o r r a a l l i i n n f f o o r r m m a a t t i i o o n n . . • • Evaluate audience reaction. Be ready to deal with any hostile questions. Polite, diplomatic answers are a good disarming tactic. Should you find yourself “under fire”; suggest that the audience keep any further questions after the end of the presentation. • • D D i i s s t t r r i i b b u u t t e e a a q q u u e e s s t t i i o o n n s s h h e e e e t t t t o o r r e e g g i i s s t t e e r r audience responses. E x x p p l l a a i i n n t t h h e e r r a a t t i i o o n n a a l l e e i i n n g g e e t t t t i i n n g g f f e e e e d d b b a a c c k k . . Presentation from the Observer's Point of View [Please attend the workshop for more details.] Model Observer's [Instructor/ Specialist/ Peers] Evaluation Checklist INDIVIDUAL/ GROUP PRESENTATIONS - EVALUATION CHECKLIST Presenter's Name/ : ………………………… Topic:………………………………………………. Level/ Year:………………… Presenters' Names Date: …………………………………………… Written Documents: …………………………………………………………………………………………………………………… Length of Presentation: ……………………… OVERALL GRADE: ………………………… COMPONENT CRITERIA MEM.1 A B C D MEM. 2 A B C D MEM. 3 A B C D MEM. 4 A B C D MEM. 5 A B C D The presenter 1. starts with a precise opening indicating the highlight points 2. has an interesting and appropriate introduction that attracts the audience's attention 3. has a strong body with support & links to the thesis statement 4. gives support examples with smooth transitions 5. limits the topic and establishes coherence and unity 6. has a strong conclusion to emphasize the message with thought-provoking questions or quotations ORGANIZATION & CONTENT 7. has effective timing for opening, body, conclusion, and round up 8. rounds up without repetition 1. maintains flow of speech with natural pauses and speech markers/ attention pointers 2. has no sentences left unfinished 3. uses variety of structures suitable to the task 4. gives the audience the opportunity to comprehend with no grammar and usage mistakes to restrict understanding 5. uses appropriate vocabulary in form & context LANGUAGE FLUENCY/ ACCURACY & CHOICE OF VOCABULARY 6. has good range of vocabulary for academic/ business purposes 1. makes his/ her sentences comprehensible with no strain on the au dience. 2. has correct stress and intonation pattern to emphasize important points or questions. 3. produces no utterances, which are affected by her/ his Lang.1 4. controls her/ his voice to make her/ his speech effective and laudable 5. keeps the audience alert and highly interested 6. uses visual aids properly and effectively 7. makes meaningful eye contact 8. shows self-control by means of poise, posture, and gestures, that is the body language 9. has good usage of note-cards prepared in advance 10. doesn't get attached to note cards/ lap top/ white screen 11. doesn't turn his back to the audience for a demonstration on the board or screen 12. shows communicative ability by asking questions to elicit response from the audience and encourages answers 13. uses an ice-breaker appealing to audience's sense of humour 14. evaluates response from the audience, answers questions, restates or paraphrases if some points are not clear 15. gives instructions clearly if different activities are expected from the audience PRESENTATION TECHNIQUES 16. achieves her/ his objectives with the speech, audio-visuals, written material, and supplementary handouts. EVALUATION/ ASSESSMENT MADE BY: DOs and DON'Ts DOs • Plan and organize your presentation well. • Rehearse at least three times. • Introduce yourself giving your title & name. • Submit the outline of your presentation to the instructor/ specialist in advance. • Make eye contact with your audience and pay attention to your body language. • Give the title of each section clearly. • Point at your visual material during the talk. • Make sure that the visual and verbal material are balanced and parallel. • Change the pitch of your voice in accordance with content for stress and recap. • Be careful about your time management. DON' Ts • Never use visual material that is not legible. • Don't overload the visual material with too much text or too many pictures and colors. • Never talk about something unrelated to the current visual material. • Don't turn your back to the audience. • Don't speak too fast, too slowly or monotonously as if reading. • Don't read the notes on your cards. • Don't read the material on the PP slides without pauses or paraphrase. . Effective Presentations - Dilek Tokay, SU 2004 Presentations play an important role in both your education and career at all levels. Presentations include the integration of. reading, writing, listening, speaking, and research to make oral and visual communication serve an aim. In education, the aim can be to give new or cumulative information, and in the business. can ask questions. To present the information in an organized manner the following steps are recommended: • • Doing research on a topic - Collecting information • • Outlining