SPC 5110

Presentation Skills for the Professions

Summer, 2001

Dr. Susan B. Slusarski

58 Pebble Hill Road, Fairport, NY 14450

Phone (home): (716) 223-2411

Email: jtslu@frontiernet.net

To be Held in Evans Room, Emerson

Elmira College, Elmira, NY

Meeting Dates: Fridays, 5:00 p.m.-10:00 p.m.; Saturdays, 8:00 a.m. - 5:00 p.m.

July 13 & 14, 2001; July 20 & 21, 2001; July 27 & 28, 2001

Course Description:

This is a course designed to provide the professional in all areas with functional skills for informative and persuasive presentations. The course emphasizes communication theory, presentational structuring, formal and informal communication delivery techniques, application of visual aids to the presentation, and how to cope with communication apprehension in all contexts.

Course Content and Objectives

The course for this intensive summer experience focuses on presenting in a teaching-learning context. The content includes an overview of the teaching-learning transaction, with an emphasis on (a) presentation skills and (b) teaching strategies, methods, and techniques for facilitating adult learning in different adult education contexts. In addition, the course format provides an opportunity to apply and practice the various teaching methods to develop skills in facilitating adult learning.

The major learning objectives of the course are for the participant (a) to become familiar with and explore presentation skills and teaching strategies, methods, and techniques--the technical aspects--which are appropriate for the education of adults in different contexts; (b) to consider the conceptual questions of what teaching is and why we use certain strategies in formal and nonformal adult education settings; and (c) to reflect upon the role of the adult educator as a facilitator of learning.

Method of Instruction

Class time will be spent in various learning activities. Lectures will comprise only one mode for learning; equally important will be readings, group discussions, small group problem-solving sessions, guest speakers, student presentations, field visits, and group projects. Individual, peer, and group projects are designed (a) to enhance classroom activities and reading, (b) to develop learner skills, and (c) to connect classroom learning with the "real world" of practice. The instructor's role will be to facilitate learning, transmit information, lead discussions, share resources, and serve as a consultant and mentor. It is hoped that class members will share the responsibility for the groups' learning and participate actively in a spirit of mutually supportive inquiry as well as self-directed inquiry.

Required Texts and Readings

The required text is:

Silberman, M. & Lawson, K. (1995). 101 ways to make training active. San Francisco: Jossey-Bass.

There is also a recommended text:

Galbraith, M. (Ed.). (1998). Adult learning methods: A guide for effective instruction (2nd ed.). Malabar, FL: Krieger Publishing Company.

Other articles and books will be recommended during the course. Required supplemental readings will be distributed in class and/or placed on reserve in McGraw Library. As appropriate, optional background materials will be offered as well. A selected bibliography or resource list is at the end of this syllabus.

Note: Any required textbooks may be obtained through the Curtis W. McGraw Bookstore (Telephone: 607-735-1780 or Fax: 607-735-1705) at Elmira College. Students are responsible for the costs of texts and handling and shipping.

Pre-reading Requirements

The following reading must be completed before the course begins:

Silberman, pp. 3-40.

Course Requirements

The course requirements have been structured to support the objectives of the course and in consideration of the intensive summer experience in a weekend format. The requirements are designed to engage the learner and to promote an understanding of presenting information and the methods and techniques for teaching adults. Each requirement has a purpose and was selected intentionally to support the objectives of the course. There is room within the requirements for negotiation with the instructor by those learners desiring more self-direction in their learning. In general, learners will complete activities 1-4 for a grade of "B" or complete activities 1-5 for a grade of "A." If you have not taught or given a presentation before or are uncomfortable presenting before groups, please arrange at the first class meeting to meet with the instructor for assistance.

1. Preparing for and Experiencing Active Learning: Class Participation and In-Class Activities. A basic course requirement is to read the required text and readings and to participate actively in group discussions and other classroom activities such as writing critical incidents, observing, and team teaching. Reading material prior to class will facilitate effective dialogue during class.

2. Developing Skills: Presenting Information. Prepare a brief (10 minute) presentation on a topic of your choice (Presentation #1). This should be a topic you are an "expert" in. Use the information and format in Reading #1 "Designing Instructional Plans" to prepare for the presentation. Submit a brief (1-2) page instructional plan (see worksheet) for the presentation. This will be presented on the second weekend.

3. Developing Skills: Teaching Demonstration Project. Serve as a facilitator of one method or technique for teaching adults (see Galbraith text and list of topics to be provided). Using the text and other resources and working alone, with another person, or with two or more people (depending on class size), prepare a presentation (Presentation #2) for teaching a class session on the topic. Prepare an instructional plan and handouts to assist the learners in their understanding of the topic (i.e., teaching method) and your instructional approach. Plan to include a presentation of the topic and use a variety of methods and techniques (see Silberman text) which support your objectives and engage the learners. One complete set of materials (instructional plan, handouts, overheads, etc.) is to be submitted to the instructor by each group at the time of the presentation. The presentation will be 60-90 minutes depending on class size. This will be presented on the last weekend.

4. Synthesizing Learning: Self-Assessment of Teaching and Learning. Using your experience in Presentation #2, analyze the learning experience. Describe the planning and preparation involved in the group teaching demonstration, discussing the decisions made and the rationale for these decisions. Discuss the teaching demonstration--what went well, what didn't, what suggestions you would have to improve the lesson, what would you do differently, what areas you would work on the next time you were teaching, etc. Discuss the presentation (a) in relation to the class materials and course readings and (b) your development as a teacher and learner. The paper should be 4-7 pages and include a reference list. Organize the paper with an introduction, body, and conclusion. This should be submitted a week after the final class session.

5. Applying to the Real World: Final Project. Select one of the options listed or negotiate an alternative. The written product for each option will generally be 8-10 pages in length and, in some cases, have an appendix. A brief, written proposal of the final project is to be submitted the second weekend. Include a reference list. Organize the paper with an introduction, body, and conclusion. This project may be submitted up to two weeks after the conclusion of class meetings.

Option A: Interview a lecturer, a presenter, or a teacher of adults and analyze the experience in relation to presentation and adult teaching principles discussed in class and in the readings.

Option B: Conduct a site visit or attend a seminar or workshop. Analyze and evaluate the experience in relation to adult teaching principles discussed in class and in the readings.

Option C: Develop an annotated bibliography (an example will be provided) of five to seven additional articles, chapters, etc. on presentation skills and methods and techniques for teaching adults. Include a 3-5-page paper synthesizing the information for you as a learner.

Option D: Read another book on presentation skills or methods and techniques for teaching adults and write (a) a brief summary or highlights of each chapter and your reaction in note-taking format and (b) a book review in book review format (see instructor for book review template).

Option E: Develop a new lesson you will be teaching or revise a lesson you have instructed in light of the information on teaching adults from your readings and class discussion. In a 5-7-page paper, describe your decisions and the rationale for the lesson. Include an appendix with an instructional plan for the new lesson, handouts, etc.

Option F: Negotiate an alternative learning experience that will be meaningful for you in your situation that relates to presentation skills and/or methods and techniques.

These requirements or learning activities are discussed in more detail in the "Guidelines for Learning Activities" that will be distributed in class.

Method of Evaluation

Graduate work is expected to be of excellent quality. The final grade will be determined by the successful completion of the course requirements or negotiated alternatives. As stated, students successfully completing requirements 1-4 will earn a grade of B and students successfully completing requirements 1-5 will earn a grade of A. The general criteria for grading on written assignments, class participation, class presentations, and group work are described below.

1. Class participation will be (a) active, (b) relevant to the topic, (c) appropriate for the task at hand, and (d) supportive of learning.

2. Written assignments (papers) will (a) address all of the parameters of the assignment; (b) reflect well-thought out perspectives, ideas, and insights; (c) present a clear formulation of the topic supported by examples; (d) provide connections to the class readings and discussions as well as one's experience; (e) demonstrate clear and concise writing--be well-organized (introduction, body, conclusion) with a minimum of grammatical errors. See the Publication Manual of the American Psychological Association (4th edition) for guidelines on manuscript preparation and grammar. If you have any concerns about writing, please contact the instructor early in the course.

3. Class presentations will (a) address all of the parameters of the assignment, (b) demonstrate a clear understanding of the material, (c) be well-organized, and (d) be designed to promote learning. Presentations by partners or a group will also demonstrate a shared responsibility for the group's presentation.

If you have any concerns or questions about evaluation and grading, please discuss your concerns with the instructor as soon as possible.

Course Schedule

The course schedule (see handout to be distributed at the first class meeting) has been designed to cover the main topics in a course of this nature and the intensive summer format. The schedule includes dates for assigned readings and course requirements. However, the schedule is a proposed schedule and may be adjusted to meet the interests and needs of the class.

Course Absences

It is desirable that you attend each session. However, work and family commitments may require your presence at the time of a class meeting. It is reasonable that you may miss one session (e.g., a Friday evening or a Saturday morning) within the semester format. However, if it is necessary for you to miss more than one session, alternative and meaningful learning experiences will be negotiated with the instructor to reinforce the topics covered in that session. If you are unable to attend a class session, please (a) let the instructor know ahead of time and (b) arrange with another student to collect any handouts distributed at that session.

Note

Accommodation for Disabilities Statement: If you have a disabling condition, which might interfere with your ability to complete this course successfully, please contact the instructor at or before the first class session.

Selected Resources for Teaching Adults

(A Work in Progress)

This resource list provides many "classic" and current materials on teaching adults related to the field of adult education that I have found helpful in my teaching.

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd edition). San Francisco: Jossey Bass.

Apps, J. W. (1991). Mastering the teaching of adults. Malabar, FL: Krieger Publishing Company.

Bard, R., Bell, C. R., Stephen, L., & Webster, L. (1987). The trainer's professional development handbook. San Francisco: Jossey-Bass.

Belenky, M. F.; Clinchy, B. M.; Goldberger, N. R.; & Tarule, J. M. (1986). Women's way of knowing: The development of self, voice, and mind. New York: Basic Books Inc.

Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.

Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey Bass.

Brookfield, S. (1991). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Caffarella, R. S. (1994). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass.

Courtenay, B. C. (Ed.). (1986). Helping older adults learn. (Published by AAACE.) Glenview, IL: Scott, Foresman and Company.

Daloz, L. A. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning experiences. San Francisco: Jossey Bass.

Daloz, L. A. (1996). Common fire: Lives of commitment in a complex world. San Francisco: Jossey Bass.

Dean, G. J. (1994). Designing instruction for adult learners. Melbourne, FL: Krieger Publishing Company.

Dick, W. & Carey, L. (1985). The systematic design of instruction (2nd ed.). Glenview, IL: Scott, Foresman and Company.

Draves, B. (1984). How to teach adults. Manhattan, KS: The Learning Resource Network (LERN).

Eitington, J. E. (1984). The winning trainer: Winning ways to involve people in learning. Houston: Gulf Publishing Company.

Freire, P. (1986). Education for critical consciousness. Seabury Press.

Freire, P. (1990). Pedagogy of the oppressed. New York: Continuum.

Gagne, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of instructional design (3rd edition). Chicago: Holt Rinehart and Winston, Inc.

Galbraith, M. W. & Cohen, N. H. (Eds.). (1995). Mentoring: New strategies and challenges. New Directions for Adult and Continuing Education, 66. San Francisco: Jossey Bass.

Galbraith, M. W. (Ed.). (1998). Adult learning methods: A guide for effective instruction (2nd ed.). Malabar, FL: Robert E. Krieger Publishing Company.

Hackett, D. & Martin, C. L. (1993). Facilitation skills for team leaders. Menlo Park, CA: Crisp Publications.

Hart, L. B. (1991). Training methods that work: A handbook for trainers. Menlo Park, CA: Crisp Publications.

Hiemstra, R. & Sisco, B. (1990). Individualizing instruction: Making learning personal, empowering, and successful. San Francisco: Jossey Bass.

Hiemstra, R. (Ed.). (1991). Creating environments for effective adult learning. New Directions for Adult and Continuing Education, No. 50. San Francisco: Jossey Bass.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Johnson, D. W.; Johnson, R. T., & Smith, K. A. (1991, 1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

Joyce, B., Weil, M. with B. Showers. (1992, 1972). Models of teaching (4th edition). Boston: Allyn & Bacon.

Kayser, T. A. (1990). Mining group gold: How to cash in on the collaborative brain power of a group. El Segundo, CA: Serif Publishing.

Knowles, M. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.

Knowles, M. S. (1975). Self-directed learning. New York: Association Press.

Knowles, M. S. (1980). The modern practice of adult education (revised and updated). Chicago: Follett.

Knox, A. (1986). Helping adults learn: A guide to planning, implementing and conducting programs. San Francisco: Jossey-Bass.

Lawson, K. (1998). Train-the-trainer facilitator's guide. San Francisco: Jossey-Bass Pfeiffer.

Mager, R. F. (1984). The new Mager six-pack: Making instruction work, preparing instructional objectives, analyzing performance problems, developing attitude toward learning, measuring instructional results, goal analysis. Belmont, CA: David S. Lake Publishers.

Margolis, F. H. & Bell, C. R. (1984). Managing the learning process: Effective techniques for the adult classroom. Minneapolis, MN: Lakewood Publications.

McArdle, G. E. H. (1991). Developing instructional design: A step-by-step guide to success. Menlo Park, CA: Crisp Publications.

McArdle, G. E. H. (1993). Delivering effective training sessions: Techniques for productivity. Menlo Park, CA: Crisp Publications.

Merriam, S. B. & Clark, M. C. (1991). Lifelines: Patterns of work, love, and learning in adulthood. San Francisco: Jossey Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Mills, E. S. (1993). The story of elderhostel. Hanover, NH: University Press of New England.

Newstrom, J. W. & Scannell, E. E. (1980). Games trainers play: Experiential learning activities. New York: McGraw-Hill.

Petit, A. (1994). Secrets to enliven learning: How to develop extraordinary self-directed training materials. San Diego: Pfeiffer & Company.

Powers, B. (1992). Instructor excellence: Mastering the delivery of training. San Francisco: Jossey-Bass.

Renner, P. F. (1983, 1978). The instructor's survival kit: A handbook for teachers of adults (2nd edition). Vancouver, BC Canada: Training Associates Ltd.

Rothwell, W. J. & Sredl, H. J. (1992, 1987). The ASTD reference guide to professional human resources development roles and competencies, vol. 1 & 2 (2nd edition). Amherst, MA: HRD Press.

Scannell, E. E. & Newstrom, J. W. (1983). More games trainers play: Experiential learning activities. New York: McGraw-Hill.

Scannell, E. E. & Newstrom, J. W. (1991). Still more games trainers play: Experiential learning activities. New York: McGraw-Hill.

Scholtes, P. R. (1988). The team handbook: How to use teams to improve quality. Madison, Wisconsin: Joiner Associates.

Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Senge, Peter M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Currency.

Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.

Silberman, M. (with Lawson, K.). (1995). 101 Ways to make training active. San Francisco: Jossey-Bass.

Smith, R. & Associates. (1990). Learning to learn across the life span. San Francisco: Jossey-Bass.

Smith, R. M. (1982). Learning how to learn: Applied theory for adults. Chicago: Follett Publishing Company.

Tisdell, E. J. (1995). Creating inclusive adult learning environments: Insights from multicultural education and feminist pedagogy. (Information Series No. 361.) Columbus, OH: ERIC Clearinghouse in Adult, Career, and Vocational Education.

Vella. J. (1994). Learning to listen, Learning to teach: The power of dialogue in educating adults. San Francisco: Jossey Bass.

Weiler, K. (1988). Women teaching for change: Gender, class & power. New York: Bergin & Garvey Publishers.

Wlodkowski, R. (1985). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey Bass.

New Directions for Adult and Continuing Education - published by Jossey Bass.

61 Hayes, Colin Confronting Racism and Sexism

62 Jackson, Caffarella Experiential Learning: A New Approach

64 Hiemstra, Brockett Overcoming Resistance to Self-Direction in Learning

65 Taylor & Marienau Learning Environments for Women's Adult Development: Bridges Toward Change

66 Galbraith & Cohen Mentoring: New Strategies and Challenges

67 Rossman & Rossman Facilitating Distance Education

68 Spikes Workplace Learning

70 Sissel A Community-Based Literacy Approach to Literacy Programs: Taking Learners' Lives into Account

71 Imel Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities

72 Rowden Workplace Learning: Debating Five Critical Questions of Theory and Practice

74 Cranton Transformative Learning in Action: Insights From Practice

75 Rose & Leahy Assessing Adult Learning in Diverse Settings

76 Fleming New Perspectives in Designing and Implementing Effective Workshops

77 Fisher & Wolf Using Learning to Meet the Challenges of Older Adulthood

78 Calhoon Adult Learning and the Internet

79 Saltiel, Sgroi, Brockett The Power and Potential of Collaborative Learning Partnerships

80 Bierma Women's Career Development Across the Lifespan: Insights and Strategies for Women, Organizations, and Adult Educators

81 Edelson, Malone Enhancing Creativity in Adult and Continuing Education: Innovative Approaches, Methods, and Ideas

82 Guy Providing Culturally Relevant Adult Education: A Challenge for the Twenty-first Century

Internet Resources

Articles on presenting and teaching are available from ERIC, check out the web site at-- http://www.ericacve.org/

Other web sites focus on different aspects of instruction. For example, check out-- http://www.nwlink.com/~donclark/hrd/hrd.html for information on instructional design.

Also, there are listserves for discussions of adult education and training issues. Subscription information will be provided. Students are encouraged to share additional resources they have found useful with their colleagues.

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