Dusting off the Tool Box: Tips for Trainers

Section 2: Things to Do
To Teach: Aids to Teaching & Delivery

Section 2 Handouts
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Some things to consider:

• Review your agenda and how you plan to begin your session. Pay attention to the beginning of your session. Openings are like first impressions…people remember them! The presentation beginning should be well planned and answer the questions that audiences have: Who are you? What is this about? How relevant is this topic to me?
• Ask participants if a formal transition signal would be helpful when changing from small to large group activities. If so, discuss and decide on a group signal.
• Balance the amount of content with the amount of time for processing information. Research shows that the working memory contains about 7 items of information. When the information is more technical and unfamiliar, less content and more processing time should be the rule. Consider presenting no more than 5 important facts before having participants’ process the information. Plan processing time at regular intervals. For example; discuss or lecture no more than 20 minutes and then follow with a processing opportunity (Garmston, & Wellman, 1992).
• Vary the pace of your presentation, the rate of your speech, and volume of your voice.
• Incorporate multiple ways for people to become engaged in the learning. Review Section 2: Handout 6 for some ideas.
• Review Section 2: Handout 7 to learn how to promote discussion among your students.
• Close the presentation in a planned way. The way you close strongly influences the participants’ memory of your session. Preparing a closing that communicates that something was accomplished, that the experience was relevant and worth their time, and that leaves participants with thoughts related to using the information back home will make a favorable impression.
• Plan to be available for a period of time after the session to continue to share resources, answer questions, and personally connect with participants.
• Allow for opportunities to reflect about and evaluate the presentation. If you are co-teaching, schedule time to talk with your co-presenter about the session and share insights about how it went and what you might change. If you are the sole instructor, consider completing Section 2: Handout 8 or keep a journal to record your thoughts.
• During the session respond effectively and quickly to potential problems (Review Section 2: Handout 9).

What can you add?

Reference:
Garmston, R.J., & Wellman, B.M. (1992). How to make presentations that teach and transform. Alexandria, VA: Association for Supervision and Curriculum Development.

Section 2 Handouts
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |