Contribution forwarded to the site by Janet Moffett, University of Paisley

Presentations

Preparation

Set Objectives

what should learners be able to do by the end of the presentation

Assess entry behaviour

consider the learners’ existing knowledge

Plan the content

identify what must, should and could be covered by the session

Plan the sequence

move from known to unknown, simple to complex and general to particular

Plan for maximum recall

use repetition, notes and handouts; emphasise key points

Structure

Introduction

explain why the learners are being asked to attend, the objectives, structure and content of the session, and the finishing time

Major Points

take each main point in turn; take an OHT for each theme

Summary

summarise what you want the learners to remember; restate the purpose and objectives of the session and assess whether these have been met

Leading a Discussion

The discussion format is not for teaching new knowledge to learners but for sharing experiences, developing thinking, expressing reserviations or concerns and developing as many ideas as possible.

Key Features

• Everyone contributes.
• The leader manages the discussion, ensuring the topic is explored by using open and challenging questions. The leader is NOT the centre of attention and should always refer comments and questions addressed to her/him back to the group to consider.
• The leader challenges assumptions, summarises contributions, ensures full discussion, asks provoking questions, explores disagreement and ensures the objectives of the session are realised.

Preparation

• Identify and list objectives you want to be met: what the discussion is designed to achieve.
• Think about the sequence of the discussion, making notes about key points.
• Organise the setting: circular table, with leader as part of the group; record key questions, points, responses on flip chart/OHP.

Structure

• Brief introduction: explain the topic and relate this to the group’s experience and knowledge.
• Pose the key question to generate discussion.
• Allow for open discussion; ensure a challenging and thought-provoking debate.
• Summarise by restating the agreement that has been reached, noting any areas of disagreement.
• Additional key questions, discussion and summaries.
• Conclusion: briefly review the objectives and give a clear summary of the discussion and its outcomes, acknowledging specific contributions and thanking the group as a whole.

Do’s and Don’ts for Trainers

Do

• Show everyone they have a contribution to make.
• Guide the group using answers and questions.
• Allow the group to work things out for themselves by giving them time.
• Get the group to evaluate what is being discussed.

Don’t

• Make it too easy by doing it for them
• Give unrealistic feedback by giving undue praise or over-critical comment or vague and generalised statements.
• Show impatience or compare them unfavourably with others.
• Give tasks that are too easy or too hard.