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CONVEYINGYOUR
MESSAGE
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ENTRY QUESTIONAIRE
How difficult was it for you to be an anti-illegal drug
crusader?
How necessary for you are these modules in your
advocacy?
How confident are you already of your own public
speaking skills?
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OBJECTIVES
1. Define all preparatory activites before
delivering a presentation.
2. Plan and develop effective presentations.
3. Demonstrative how to use effective
presentation techniques.
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COURSE CONTENT
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SESSION HOURS
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HOUSE RULES
Kindly:
Be on time.
Switch cell phones to silent mode.
Observe courtesy and respect for everyone.
Entertain calls during coffee break.
Be supportive and encouraging.
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MODULE 1
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1. BELIEVE IN YOUR TOPIC
The best way to begin your quest for a dynamic
presentation is to work on your self and how you
feel about the topic.
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2. BE YOURSELF
Be comfortable with the person
youve become, that confidence
simply radiates outward for all to
see.
It is external display of the inner
assuredness which sells you as
genuine.
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3. CHANGE MINDSET ABOUT
PUBLIC SPEAKING
For majority of people, the fear of
standing before an audience is
greater than the fear of falling,
burning, drowning or even death
itself.
Book of Lists
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3. CHANGE MINDSET ABOUT
PUBLIC SPEAKING
Be preparedHow do I
convey my
advocacyacross?
Practice,
Practice,
Practice.
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Obstacles toLearning
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OBSTACLES to LEARNING
1. Inability to hold audience attention, curiosity, and
interest.
2. Lacking clarity of information.
3. Obstructions in the ability of the audience to process
information.
4. Inability to transform experiences & intuitive
conclusions into useful knowledge.
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PREPARING YOURSELFDRESS FOR SUCCESS
Comfortable clothing.
Compatible with the color(s) of
whatever is behind you.
Solid in color or with a small, overall
pattern.
Bright (such as red tie) near your
face.
Similar to the most formal outfit you
expect audience to wear.
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A prominent CEO recently said, If people
only knew that it can take two years toundo one negative impression, surely
they would try harder.
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AVOID:
Excessive food and
caffeinated beverages.
Alcohol.
Over-the-counter medicines
that may make you drowsy or
hyper.
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REMEMBER TO BRING:
Your notepads or pages in duplicate.
Several handkerchiefs.
A small tape recorder and tape (if you want to record
the activity).
An emergency telephone number to call if youre
delayed or need direction when youreon your way to
the meeting hall.
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MODULE 2
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1. DEFINE YOUR PURPOSE
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OBJECTIVES(Where are we going?)
If you know where youre going, you have a
better chance of getting there.
Importance:
Trainees: guide as to what is expected of them at
the end of the course/module.
Trainers: guide to content and methodology of
instruction.
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PARTS OF AN OBJECTIVE
Performance (Behavior)
What should the learner be able to do?
(hard and clear action verbs)
Condition
What will the learner be allowed to use?
What will the learner be denied?
(time factor, details of materials, equipment and
information)
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PARTS OF AN OBJECTIVE
Criterion
How well performances have to be done?
(quality, quantity, speed, accuracy in accordancewith some manual)
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SAMPLE OBJECTIVES
Given a film, self-study materials and tutor
explanation, trainee will be able to:
Write correct objectives and correct incorrectlywritten objectives
Prepare test items
Describe feedback
In accordance with the set criteria
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2. KNOW YOUR AUDIENCE
Age
Education
Personal beliefs
Occupation
Socio-economic status
Ethnic origin
Gender
Knowledge of the
subject
Attitudes toward the
subject
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KNOW YOUR AUDIENCE
Once you know more
about them, you canfigure out how to
motivate them to listen
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3. RESEARCH AND STRUCTURE
YOUR MATERIAL
Steps:
Gather Materials
Select Materials
Structure the Presentation
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SOURCES OF MATERIALS
Our own experience
Colleagues, family and friends
Books
Seminars and trainings attended
Journals, magazines and newspapers
Electronic database
Original research
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STRUCTURING A FORMAL
PRESENTATION
Introduction
Should be brief and direct to the
point
Designed to arouse interest and
curiosity
Designed to motivate the listener
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STRUCTURING A FORMAL
PRESENTATION
Body
Developed in logical steps. Use:
Illustrative examples
Anecdotes
Instructive demonstrations
Visuals
Allow time for question and discussion
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STRUCTURING A FORMAL
PRESENTATION
Conclusion
Give a brief recapitulation
Some indication of where do
we go from here
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CLOSING OPTIONS
Pick-up the point you started the presentation
with
A challenging call to action
A question for the audience to think
A relevant witticism or good joke
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MORE POINTS: ON STRUCTURING
Get audiencesattention
Introduce the key point(s) of the presentation
Establish audience rapport
State the benefits to be gained
Create anticipation for the rest of thepresentation
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4. WRITE YOUR PRESENTATION
Content should be:
Suitable
Logical
Clear and Concise
To the point
Well illustrated by examples
Related to audience expectations
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Think of your aim as your
final destination, and
your presentation as the
journey.
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LESSON PLAN
A guide for each particular
unit of instruction
A basis for effective
instruction
Contains the elements of
what to teach and how to
teach it
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LESSON PLAN CONTAINS THE FF:
LESSON OBJECTIVES:
What is to be learned
Special skills to be developed
Standard of performance excellence
ELEMENTS INVOLVED:
List of topics to be presented
(Materials or subject matters included)
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LESSON PLAN CONTAINS THE FF:
TIME DESIGNATION:
Amount of time alloted to each major topic
Consideration should be given to the method ofpresentation
EQUIPMENT:
Equipment, materials and supplies
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LESSON PLAN CONTAINS THE FF:
TRAINERS ACTION:
Responsibilities and teaching techniques for
presenting the knowledge and activities involved
TRAINEES ACTION:
Anticipated and desired response to instruction
Reasonable estimate of practice and discussion
needed
Include the checking of trainees understanding of the
subject
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LESSON PLAN CONTAINS THE FF:
EVALUATION:
Means and programs to evaluate trainees
understanding or accomplishments
Includes standards of learning and proficiency
expected
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5. SELECT APPROPRIATE
METHODOLOGIES AND MATERIALS
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PRESENTATION METHODOLOGIES
Lecture
Question and Answer
Discussion with Expert
Plenary Discussion
Small Group Discussion
Brainstorming
Debate Discussion
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Assessment Sheets
Group Feedback
Perception Exercises
Picture Making
Case Study
Business Simulations
Role Playing
SLEs
Field Trips & Observations
Audio-visual Aids
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HANDOUTS
Reasons for Handouts:
Increase retention
Emphasis on a concept
Create visual image
Provide back to work resource
Save from note taking
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FOOD FOR THOUGHT
A failure to feel even a twinge of stage
fright when preparing to speak before a
strange audience might indicate a
physiological dysfunction on your part.
It is both physiologically and
psychologically natural to feel some degree
of nervousness.
-James E. Sayer
Guide to Confident Public Speaking
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DOS AND DONTS FOR THE TRAINER
DOs
Do maintain eye contact with the participants
Do be aware of audiences cues for breaks,
explanations or fuller discussion
Do pay attention to such physical factors as
room temperature, outside noise, and noise
from chairs
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DOS...
Do start on time
Do give complete directions when giving
assignments
Do allow time to develop skills
Do check supplies and audio-visual
equipment before your session begins
Do establish program objectives from the
beginning
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DONTS...
x Dont include too many people for group
exercises
x Dont hesistate to say I dont know on theassumption that you have to be an expert
x Dont expect to reach the skill or attitude level
of learning from a lecture. Aim for the
awareness or understanding level
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DONTS...
x Dont be afraid to ask questions
x Dont be afraid of silence while youre waiting
for answers to questions
x Dont rely on technical jargon
x Dont talk down to participants
x Dont openly criticize yourself or others
x Dont criticize either personx If conflict persists, call a break and talk to the
participants directly, asking that disagreement
be omitted
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WANDERER
Glance at your watch, politely interrupt, thank
the person for the thought but suggest that
time is short and the group must return to theissue
Do not let the wanderer carry on too long or
you may lose the entire group
Be courteous but firm
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CLASHING PERSONAL ITIES
Do not allow tempers to flare
Suggest that each opinion may be correct but
emphasize the point of agreement
Acknowledge that opposing views are healthy
and can be constructive but divorce the
comment from the individual
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SILENT PERSON
Seat the person in front so that the person
can be close to you
When you see a twinkle in the eyes, call for a
comment
Give moral support
Thank the person for the comment
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SILENT PERSON
Praise the person when the person answers
to lift the morale and self-confidence
Dont seat the person along side an
argumentative or talkative person
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GRIPER
Determine the basis of the complaints
Channel the negative into a positive whenever
possible
If criticism concerns an item that cannot be changed,
point this cut
If this fails, privately discuss the problem with the
person
As a last resort, let the person withdraw from the
program
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TALKATIVE
Deal with the individual firmly but fairly
Consistently ask the individual to back up
opinions/comments
Direct to the rest of the group the ideas
presented and ask the groups opinion onwhat is being said
KEEP CONNECTED WITH
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KEEP CONNECTED WITH
YOUR AUDIENCE
HANDLE THE AUDIENCE
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HANDLE THE AUDIENCE
KNOW IT ALL
Dont embarass the person or be sarcastic
Dont make him look bad
Disagree agreeably
Privately and tactfully suggest that the
offender should give others a change
Assign him other roles to keep him busy
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You bel ieve the room is too hot , co ld orunvent i lated
Before you begin, privately ask the events
sponsor if the problem can be solved or
lessened
If the problem persists, give a shortened
lecture/speech
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You bel ieve one or two hecklers
Dont argue with them (depending on your
assessment of the situation)
Wait for a moment, audience peer pressure may
silence your disrupters
Acknowledge the dissenters
Ask the dissenters to meet with you later
Ask security officerts to escort the disrupters out of
the meeting area
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You need to cough , sneeze, or c lear
you r throat
Turn away from the microphone, go
ahead and cough
If necessary, take a sip of water before
you begin again
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Your nose star ts to run
Say excuse me turn away from the microphone
and blow your nose
Dont be dainty or youll have to do it again soon
Turn back to the microphone and continue your
speech/lecture
Bring 2 or 3 handkerchiefs with you just in case
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You r hands shake
Rest them on the lectern, but dont grip it
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You r knees Wobb le
Nothing, if youre behind a lectern, no one can
see
If youre at the head of a runaway, walk
around a bit, the shaking will stop
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HUMOR
Make sure your humorous material relates
directly to the point of your speech
Consider using a funny anecdote or quotation
from a famous person. Credit your choice
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HUMOR
Dont make others the object of your jokes.
Aim fun at yourself
Steer clear of any so-called humor based onprejudice about ethnic groups, religions,
nationalities, gender, politics, sex
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EMERGENCY MEASURES
DURING DELIVERY
1. You Persp ire Profusely
Wipe your face with a handkerchief
Do it firmly, dont dab
Avoid using a tissue, it may stick to your face
HOW TO LISTEN
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HOW TO LISTEN
Remain neutralDo not give advice, agree or
disagree, criticize or interrupt
Give your complete attentionLet him know
you are listening, nod your head
Ask about the participants statement Dig
out information, invite the participants to tell
everything
HOW TO LISTEN
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HOW TO LISTEN
Restate the participants main pointsLet theparticipants hear exact words restated by you.
This prompts the participants to stick to the
facts and to think intelligently
Put the participants feelings into wordState
what feelings seems to be. When theparticipant hears them voiced by you, the
participant evaluates and tempers them
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HOW TO LISTEN
Get AgreementSummarize what you have
both said. Encourage the participant to
suggest the next course of action
O
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MODULE 3
PRACTICE YOUR PRESENTATION
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PRACTICE YOUR PRESENTATION
PRACTICE
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PRACTICE
Pleasant, appropriate appearance
Effective use of body languagenature and open
gestures
Well-paced delivery style with effective use of the
pause for emphasis and reinforcement
A well-pitched voice, loud enough to be heard well
AVOIDING PITFALLS
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AVOIDING PITFALLS
Beware of:
Insufficient time to produce visuals
Photocopied or typed text
Numerous different typefaces
Insufficient time to practice
Reading from the screen
EMPLOY EFFECTIVE
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EMPLOY EFFECTIVE
PUBLIC SPEAKING SKILLS
Use words that would communicate to everyone
Select mode of expression best adapted to your
abilities and to the situation
Make effective use of posture, movement,
gesture, eye contact and facial expression
ON BODY LANGUAGE
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ON BODY LANGUAGE
Genuine enthusiasm and sincerity
Effective eye contact with the audience
Natural and relaxed style that would put the
audience at ease
ON BODY LANGUAGE
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ON BODY LANGUAGE
AVOID
Learning on the lectern
Rocking or swaying
Standing poker straight and immobile
Using only 1 gesture
Crossing your arm in front of your chest
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WHY DO WE USE VISUAL AIDS
Help towards easier understanding
Bring out series of facts leading to a
conclusion
Bring out points that need to be emphasized
Present complex processes
Show in outline form the growth of a complex
idea
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CHARACTERISTICS OF A GOOD VISUAL
Simple, accurate and legible
Colorful and attractive
Manageable and easy to use
Appropriate
Worth the cost
Pleases the sensesnot offend
4 55
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Visual Aids: any
device which can beseen by the group
and help the trainer
in putting across
his/her materials ora form of appeal to
the eyes which help
people to learn
00.5
11.5
22.5
33.5
44.5
Series 1
Series 2
Series 3
Sales
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
USING CHARTS AND GRAPHS
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USING CHARTS AND GRAPHS
Essential data only
Accurately represent figures
All numbers and calculations correct
Must speak for itself
00.5
11.5
22.53
3.54
4.55
Series 1
Series 2
Series 3
USING COLORS AND FONTS
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USING COLORSAND FONTS
Men prefer violet, dark blue, olive green and
yellow
Women recall best dark blue, followed by olivegreen, yellow, and red
Blue seems to be the favorite color of most people
USING COLORS AND FONTS
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USING COLORSAND FONTS
Choose VERDANA, TIMES NEW ROMAN OR
ARIAL which is easier to read
Choose 28-32 font size for maximum visibility
USING COLORS AND FONTS
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USING COLORSAND FONTS
Initial attention span per visual = 8 secs.
Increases to 11 secs. with color
Photo background to 16 secs.
2-3 color enough except for photos and videos
FLIP CHARTS/WHITEBOARD
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FLIP CHARTS/WHITEBOARD
Tips:
Bulldog clips will hold used pages
Pre-scored pages can be torn off neatly
For fast access, tear off corner of previous
ones or place post its on the edge of page
Light pencil notes on sides for you
A border around your pages can add impact
AVOIDING PITFALLS
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AVOIDING PITFALLS
Beware of:
Too many words
Sentences rather than key words
Numbers without diagrams/graphs
Unnecessary logos, names, dates
Illegibility, untidiness, misspelling
FLIP CHARTS/WHITEBOARD
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FLIP CHARTS/WHITEBOARD
Beware of:
Writing/colors difficult to see
Turning your back while writing
Producing amateur visuals
Using flipcharts with teams overexposed to it
FLIP CHARTS/WHITEBOARD
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FLIP CHARTS/WHITEBOARD
Tips:
Stay on right side
Make sure there is enough clean sheets
Have appropriate flip chart/white board pens
Letters should at least be 1 tall
Black or blue ink is clearest for text
Restrict to the top two-thirds and right two-
thirds of sheet for visibility
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Be prepared tocontinue without
visual aids incase of
mechanical
failure
OPAQUE/OVERHEAD PROJECTOR
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Q
Tips:
Use masking tapes to avoid glare on edges
Focus by laying coin or pen in center
Stand to the right of the projector
Look at machine not the screen
Place underneath transparency
Use pencil or pen as pointer
Have system for keeping used/unused OHTs Check whether OHP has two bulbs installed
Check machine before start, get spare bulb and
learn to install
OPAQUE/OVERHEAD PROJECTOR
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Q
Beware of:
Need for power
Occasional breakdown of equipment
Noisy fans inside the machine
Lens blocking teams view
Used with lights on
OPAQUE/OVERHEAD PROJECTOR
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Q
Tips: Use OHP pens to add color
Use horizontal or landscape, not mixture
Check for readability
Use beaded screen, top tilted, bottom 4 from
floor
White card over lamp
Use it or lose it
DVD/VCD PLAYERS
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Suitability sized television screenAudience Size Monitor Size
Under 10 19 Inches
11-25 25 inches26-75 4-6 feet
Tuned into right channel
CD set at the right place
DVD/VCD PLAYERS
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Beware of:
Frequently copied tapes Long clips of video
Video Tips:
Check equipment before hand Present volumes
Check quality of picture
Cue your videos before using
Check darkness of room
Always have a spare tape
Always introduce film
Always have an activity after viewing
LCD PROJECTOR/LAPTOP COMPUTER
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Before a presentation Have you got the following:
Duct tape to tape leads to the floor
Two disks or CDs of your presentation
Another laptop in case or an alternate
Access details for a visual aid expert?
Alternative means of presentingOHP or HO
LCD PROJECTOR/LAPTOP COMPUTER
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Before a presentation Have you got the following:
Laptop, mains cable and back-up battery
Cordless mouse
Projector
Extension cord with several power sockets
Connector cableprojector to laptop
LCD PROJECTOR/LAPTOP COMPUTER
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Before a presentation Check, check and recheck your equipment
Is it working?
Can you cope if it fails?
Run laptop from main power
Take extension cord with several sockets
Work on computer screen without team seeing
LCD PROJECTOR/LAPTOP COMPUTER
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Buy a cordless mouse or use a colleague so
that you are free to move around
Make notes of slide transitions
Remove slides that are not relevant
Print presentations out on pagesblack andwhite view
BASIC PRINCIPLES IN PLANNING/
ORGANIZING CLASSROOMS
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ORGANIZING CLASSROOMS
Adequate space
Maximum viewing
Line of sight viewing Size of screen: 1:6
Place screen not under light
Test light system before class
Check for distraction
BASIC PRINCIPLES IN PLANNING/
ORGANIZING CLASSROOMS
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ORGANIZING CLASSROOMS
When setting up projectors
Fill the whole screen
No blocks to trainee view
Clear path to screen
Little operation noise
CLASSROOM LAY-OUTS
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Chalk Board
X
Possible lay-outs for classroom study, lecture or discussion
Projector
X
CLASSROOM LAY-OUTS
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Possible lay-outs for case study (group work
on projects) technique
A B
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Questions?
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End of Presentation