Practical

Teaching

Practical teaching: great

presentations every time
David M. Irby, University of California, San Francisco

E If you want to
ffective presentations connect content with the needs audience. Concrete and dramatic
involve careful preparation and interests of learners. Effective cases, stories, analogies and encourage
and artful delivery of ideas presenters are able to transform examples work best. Second, a
that connect with the interests their content to meet the unique preview of the entire presentation
active
and needs of learners. Great needs of their learners. Contextual should be offered in the form of participation, a
presentations illuminate, inspire variables to consider include time an outline of the key points, a friendly
and challenge. Presentations or frame, facilities and type of series of questions to be answered atmosphere of
lectures are particularly good at presentation (for example plenary or objectives. Third, the affective openness and
providing a framework for presentation at a national meet- climate or feeling tone of the
learning new concepts, modeling ing, large lecture in a course session should be firmly estab-
an invitation to
a creative mind at work, sequence, or a single clinical case lished in the introduction. If you ask questions
challenging accepted beliefs and presentation). want to encourage active partici- will help.
attitudes and stimulating further pation, a friendly atmosphere of
learning. To create effective ORGANIZATION OF openness and an invitation to ask
presentations, good preparation, PRESENTATION questions will help. When the
organization, visuals and dynamic presentation is part of a series,
delivery are needed. With a good understanding of offer a bridge from prior presen-
content, learners and context, tations to this one. Always con-
PREPARATION specific planning can begin on the nect new ideas to the prior
organisation of the presentation. knowledge of the audience.
Preparation begins with an Like any good story, a presenta-
examination of content, learners tion should have a beginning, Body
and context. Understanding and middle and end; or an introduct- Effective presentations are built
selecting the essential content is ion, body and conclusion. around a single theme and have a
the first step in the process. Three limited number of main points. In
criteria for narrowing a topic Introduction a fifty-minute presentation, three
include focusing on what the There are three purposes for an to five main points are optimal. A
learners need to know, what is introduction. First, the presenter clear conceptual structure for the
important to learn, and/or what is must capture the attention of the presentation is particularly
interesting. But the key is to important when reviewing

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 complex and difficult information. applause) is ‘Thank you.’ In Overhead Transparencies
Cluster or chunk content into ongoing courses, the conclusion Overheads can be easily made but
main points and filter out is also the logical place to provide require careful design in order to
information by focusing on what a bridge to the next class – be effective. One of the virtues of
is important, needed and of previewing the readings, assign- the overhead is that you can leave
interest. Main points can be ar- ments or key concepts to come. the lights on while using it.
ranged chronologically, logically,
1. Use approximately one or two
in a problem/solution, inductive VISUAL AIDS transparencies per five min-
or deductive format. Each main
utes.
point should have several sub- Visuals can dramatically
points, examples or supporting increase learning, especially 2. Include only one major idea
material. Since maximum audi- long-term memory. The key to per transparency.
ence attention is attained at designing visuals is to keep them
3. Limit to seven words per line
about 12–15 minutes into a simple, uncluttered and clear.
and seven lines per overhead.
presentation, it is important to Practical tips for using black-
vary the methods used (i.e., boards, overhead transparencies 4. Use large type: 36–40 points
questions, discussion, demon- and slides will be reviewed and for title and 24–30 points for
stration, video clip, illustration, illustrated. major points. Use phrases, not
learning task assignments, self- sentences.
tests or other activities) approxi- Blackboard
5. Simplify drawings or charts.
mately every 15 minutes. When The blackboard is an inexpensive
asking questions, use closed and easy to use visual aide that 6. Check the projector for work-
ended questions and a show of can provide students with an ing order and focus it. Posi-
hands for large audiences and outline of your presentation, a tion the projector so that you
open-ended questions for smaller visual representation of content do not block the screen with
groups. The quality of responses (for example charts or diagrams), your body.
to questions will increase a record of students‘ thoughts,
7. When showing the overhead,
dramatically with increased and a summary of major points.
face the audience, point to
wait-time (3–5 seconds). Such Some tips include:
the overhead itself, and turn
methods of encouraging active
1. Plan how you will use the off the projector when you are
participation also keep learners
blackboard. not using it.
focused and engaged in learning.
2. Use large writing so that
Conclusion everyone can read it and print Slides and Power Point
At the end of a presentation, legibly. Presentations
summarise and conclude deci- With the ease and availability of
3. Talk to the audience – not to digital projectors and programs
sively. You can summarise your-
the board. like Power Point, it is easy to
self or ask participants to
summarise. In a presentation to a 4. Use multiple colours of chalk create professional quality
large group, the usual signal for to emphasise points or make visuals.
the end of the presentation (and diagrams. 1. Use approximately one or two
slides per minute.
2. Include only one major idea
per slide.
3. Limit to seven words per line
and seven lines per slide.
4. Use large type, and upper and
lower case letters in a consis-
tent font.
5. Simplify drawings or charts.
6. Software libraries are available
on the web to add illustrations
and pictures.
7. Check the projector for good
working order and focus your
first slide.

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 as individuals. Your gaze should
make contact with all members of
the audience. Consciously scan
the audience from side to side,
and up and down the rows of the
room. Find three friendly faces
scattered in the audience, one at
each side and one in the middle of
the audience, and move your gaze
between these friends.

NERVOUSNESS
Everyone, including the most
veteran presenters, gets nervous
before going ‘on stage.’ Some
anxiety is helpful, providing
8. Select a template that is pacing, can be distracting. motivation to practice and energy
uncluttered and uses a dark Movement from one area of the for enthusiasm during the pres-
background with white and/or classroom to another can capture entation. If you feel nervous,
yellow print. Do not use red or interest and shift the focus of the acknowledge it to yourself and
green colored print because of conversation to another part of think of it as a friend rather than
colour blindness. the room. an enemy. All of the same phy-
siological factors are at work when
9. Use an electronic pointer you are enthusiastic as when you
Gestures
carefully and turn it off when are nervous – so just reframe
Your hands and arms can help
not needed. nervousness as enthusiasm.
make a powerful point and can
reinforce your interest in the
PRESENTATION DYNAMICS The best counter-measure to
topic. The larger the audience,
the larger your gestures need to nervousness is good preparation,
Even the most well planned pres- a sense of control. Be a master of
be. Inappropriate movements can
entation can be boring and hard your material and know your
distract from the presentation;
to understand if the presenter audience. Practice your presenta-
keep your hands away from pock-
lacks the ability to convey the tion multiple times, and visualise
ets, loose change or keys, micro-
information in a dynamic fashion. positive mental images of a suc-
phone cords or other distracting
Presentation dynamics include cessful presentation; in other
objects.
the skillful use of enthusiasm, words rehearse for success.
movement, gestures, voice and
Voice
eye contact. Just before the presentation,
Vocal variety and verbal pauses
can provide energy, boost interest do something about your ner-
Enthusiasm vousness. Arrive with sufficient
and provide drama to a presenta-
A good presentation is dramatised time to prepare. Take a brisk walk
tion. Project your voice so it can
with energy and enjoyment of the to work off the tension, sit tall in
be easily heard at the back of the
material. Enthusiasm is the high- your chair so that you look and
room. If you have a naturally
est correlating item to overall feel confident, or try to relax
quiet voice, increase the volume
teaching effectiveness in student yourself physically. Bunch up the
of your voice beyond what you
ratings of teachers. Characteris- muscles in your body and hold for
normally feel comfortable with,
tics associated with enthusiasm five seconds, then relax. Repeat
and use a microphone. You can
include the use of humour, energy some positive self-statements
use pauses for emphasis at the
and passion. These behaviours such as ‘I am well prepared for
end of a series of ideas, as a
motivate learning, spark interest this presentation,’ ‘I have mas-
transition from one idea to the
in the topic and maintain interest tered this material,’ ‘I care about
next and after a rhetorical ques-
in the presentation. this audience and this topic,’ ‘The
tion. If you want the audience to
respond to a question, wait at audience will love this presenta-
Movement tion,’ or ‘I am going to enjoy this
least 3–5 seconds.
Body movement can heighten presentation.’
interest, emphasize key ideas,
Eye Contact
communicate feelings and The first 90 seconds of your
Members of the audience want to
connect you with the audience. presentation will set the stage for
feel that you are talking to them
Stereotyped movement, such as

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 These the audience and make eye
suggestions can contact, smile, and act pleased to
see him or her. Warmth helps to
help you break the ice and begin a positive
carefully craft relationship with the individuals
and skillfully before you. Take a deep breath
deliver dynamic and begin with energy, using a
presentations. positive attention-getting
opener. Many people find it
helpful to memorise the first
sentence or two to ensure a
strong launch to the talk. Never
begin with an apology or a
statement about how nervous
you are.

These suggestions can help

you carefully craft and skillfully
deliver dynamic presentations.

Suggested reading

Ailes R, Draushar J. You Are the Message:

Getting What You Want By Being Who You
Are. New York: Doubleday; 1989.
Boylan, B. What’s Your Point: The 3-Step
Method of Making Effective Presentations.
Adams Media Corporation; 2001.
DiResta D. Knockout Presentations: How
to Deliver Your Message with Power,
Punch, and Pizzazz. Chandler House
Press; 1998.
Hoff R. I Can See You Naked: A Fearless
Guide to Making Great Presentations. New
York: Andrews and McMeel; 1992.
Renfrow D, Impara J. Making Academic
Presentations Effectively! Educ Resear-
cher. 1989;19:3, 20–21.
Sarnoff D. Make the Most of Your Best: A
Complete Program for Presenting Yourself
and Your Ideas with Confidence and
Authority. New York: Holt, Rinehart and
Teaching at the University of Paris in medieval times. Winston; 1983.
Sarnoff D. Never Be Nervous Again. New
York: Crown Publishers; 1987.
the rest of your efforts. Create a the podium, arrange your notes,
positive mental image for yourself look up and smile. Find a friend or
before you begin, move briskly to a friendly and responsive face in

8 THE CLINICAL TEACHER June 2004 | Volume 1 | No 1| www.theclinicalteacher.com

 PRESENTATION OBSERVATION FORM

NAME: ______________________________________________ DATE:

____________________________________________________

TOPIC:

_____________________________________________________________________________________________

Describe specific observation in relation to each element of the presentation.

Introduction Notes

1. Introduced topic, stated objectives, offered preview.

2. Gained attention and motivated learning.
3. Established climate for learning and for participation.

Body of lecture Notes

1. Presented 3–5 main points in clear and organized fashion.

2. Provided supporting materials, examples, and summaries.
3. Used visuals, handouts, and/or demonstrations.
4. Varied presentations.

Conclusion Notes

1. Summarized major principles, key points without

introducing new materials.
2. Provided closure or stimulated further thought.

Teacher Dynamics Notes

1. Exhibited enthusiasm and stimulated interest in content.

2. Used appropriate voice, gestures, movement, and eye contact.
3. Encourage active participation.
4. Used questions to stimulate thought and discussion.

Strengths Recommendations

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