Make a Better Presentation-Part 1Ronald J. Dietel

The Value of the Spoken Word

• And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.

• Education is not a preparation for life; education is life itself.

• What's the difference between a pit-bull and a hockey mom? Lipstick.

Common Presentation Mistakes

• Too much content

• Lack of practice

• Audio or Visual

Crafting Content-Value

• Audience

• Usability

Crafting Content-Organization

• Introduction

• Body

• Conclusion

• Transitions

Attention Getting Introduction

• Ask a question

• Provocative fact or visual

• Humor

• Personal or local anecdote

Crafting Content - Length

• Start and finish on time

• Limit background information

• 1-2 research questions

• Edit, edit, edit

Content - Strong Closing

• Restate big point

• Encourage action

• Avoid “more research” needed

• Use voice, body, visuals

Delivery Tips - Knowledge

• Increase your knowledge

• Avoid topics you don’t know

• Q&A

Delivery Tips - Verbal

• Audible

• Clear

• Variety in tone or pace

Delivery Tips - Non-verbal

• Dress

• Eye-contact

• Smile

• Gestures

• Movement

Audiovisual – Tips

1Content supported by AV

2Make sure technology works

3 Instant Improvement

• Simplify visuals

• Reduce # of visuals

Baegel District Formative Assessment Study: Alignment, Achievement, and Analysis in the 2008/2009 School Year

• Research Questions

Are the district’s formative assessments aligned to state and school district content standards?

Do the district formative assessments improve learning in mathematics?

What is the correlation between performance on the district assessments and performance on the state test?

• Formative assessments that are not aligned to standards are not useful in guiding and informing instruction, Garcia and Wilson, 2008

• Random selection of 400 students who received different types of math instruction (ten lessons each) before taking the district mathematics assessment:

Data on mathematics alignment

Evidence collected in mathematics formative assessment using different mathematics curricula and instruction

Learning experts analysis of data

Triangulation of data

Study Results

Baegel Formative Assessment Study

• Key Research Question-

Do the district’s formative assessments improve learning?

• Methods

Random selection to treatment and control groups

• Results

Small but significant achievement gains in mathematics for treatment group

Avoid Complex Models

Content

DeliveryAudiovisual

Knowledge

Value

Organization

The Dietel-Kerr Effective Presentation Model for Communicating Educational Research

QUALITY

PRESENTATION

Use Simple Models

TEST I vs TEST II• TEST II more selective test takers • Mean TEST I and II for CA Students taking both:

V+M Writing Math 1c Math 2c 3 TEST II’s white 1200 593 574 646 1764 Latino 1018 (182) 506 (87) 500 (74) 572 (74) 1630 (134) Black 1016 (184) 509 (84) 487 (87) 576 (70) 1503 (261) Asian A 1150 (50) 540 (53) 581 (-7) 656 (-10) 1730 (34)

• Correlations:• TEST I V (TEST II W .79) (TEST II Lit .83)• TEST I M (TEST II M1C .84) (TEST II M2C .79)

Mean Differencesby Race and Test

Test 1 Test 2 2 Subjects 3 Subjects

White 1200 1764

Asian 1150 1730

Latino 1018 1630

Black 1016 1503

TEST I vs TEST IIStandardized Differences

K/C/J = Korean, Chinese, Japanese

Standardized DifferencesTEST I vs. TEST II

666 Rule for Better Powerpoints

• 6 bullets per page - max

• 6 words per bullet

• 6 information points on graphics

More Tips for Better Powerpoints

• Minimum font size – 18 points

• One minute per slide

• Handouts

Purpose-to make a better presentation

Delivery

Audio-

visual

Content

Goal 1 - improve content

Goal 2 - improve delivery

Goal 3 - improve audiovisual

What is the single best way to improve your next presentation?

• Practice, practice, practice

ron@ucla.edu