{"id":61,"date":"2015-08-10T14:59:56","date_gmt":"2015-08-10T21:59:56","guid":{"rendered":"https:\/\/blogs.ubc.ca\/firstyearbiology\/?page_id=61"},"modified":"2015-08-21T17:45:29","modified_gmt":"2015-08-22T00:45:29","slug":"guide-to-preparing-oral-presentation","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/firstyearbiology\/guide-to-preparing-oral-presentation\/","title":{"rendered":"Guide to Preparing Oral Presentation"},"content":{"rendered":"<p><strong>Some Guidelines for Preparing an Effective Presentation<\/strong><\/p>\n<p><strong><i>A couple of useful websites:<\/i><i> <\/i><\/strong><\/p>\n<p><a href=\"http:\/\/www.kumc.edu\/SAH\/OTEd\/jradel\/effective.html\" target=\"_blank\">http:\/\/www.kumc.edu\/SAH\/OTEd\/jradel\/effective.html<\/a> .This is a good site, aimed at scientific presentations.\u00a0 Includes information on making slides and posters, as well as on structuring and delivering talks.\u00a0 Also has some useful links and other sources.<\/p>\n<p><a href=\"http:\/\/www.ljlseminars.com\/monthtip.htm\" target=\"_blank\">http:\/\/www.ljlseminars.com\/monthtip.htm<\/a> .More corporate than above, but still may be useful.<\/p>\n<ol>\n<li><strong><em>Planning <\/em><\/strong><\/li>\n<\/ol>\n<ul>\n<li>Find out what the expectations are for the talk that you will be giving.\u00a0 For example, is it formal or informal, can you expect interruptions for questions, or not?<\/li>\n<li>Who is your target audience?\u00a0 Guest lecture? Visiting seminar? Job interview?<\/li>\n<li>How much total time is allotted to your talk?\u00a0 What is likely to happen if you go over, or if there\u2019s a problem getting started in time?\u00a0 How much time is allowed for questions?<\/li>\n<li>Outline your talk as early as possible.\u00a0 Give yourself enough time to think about what you want to say, and what resources you will need to prepare.\u00a0 Give yourself enough time to practice the talk once before making your visual aids.<\/li>\n<li><strong>Do at least 3 or 4 practice runs of your presentation, preferably to colleagues, before the actual presentation.<\/strong><\/li>\n<\/ul>\n<ol start=\"2\">\n<li><strong><em>Content and Structure<\/em><\/strong><\/li>\n<\/ol>\n<ul>\n<li>Organize your talk as a complete story, with a logical beginning and a logical ending.<\/li>\n<li>Plan a strong, clear beginning and ending.\u00a0 At the beginning, you want to catch people\u2019s attention, arouse their interest and get them thinking about your topic.\u00a0 Sometimes a question can do this.\u00a0 At the end, you want to leave with a clear conclusion.<\/li>\n<li>Provide a clear context for your work.\u00a0 Explain how the material relates to the field as a whole, or how it fits into a broader research program.<\/li>\n<li>Identify the objectives and key points of your talk and mention them early in your presentation.\u00a0 Your audience will be more likely to remember elements of your talk that are presented early versus late in the talk.\u00a0 Return to the key points near the end of your talk.<\/li>\n<li>Explain key concepts that are central to understanding your talk, even if you think most people will know them. The same goes for commonly used techniques or tools in your particular field.\u00a0 When deciding what to include and what to leave out, use your audience composition as a guide, but also remember that a brief review makes even experts more comfortable and receptive to your message.<\/li>\n<li>Make the sequence logical to listen to.\u00a0 You need not adhere to a strict \u201cintro, materials and methods, results, discussion and conclusions\u201d format.\u00a0 Especially in a longer talk, with more than one type of result, it may make much more sense to discuss one set of experiments, methods, results and implications, before moving on to the next.<\/li>\n<li>Don\u2019t include material that does not relate to your main point, unless there\u2019s a really good reason to (and there usually won\u2019t be&#8230;).<\/li>\n<li>Consider presenting materials and methods or experimental design as a flowchart rather than a series of text slides\/overheads.\u00a0 This will save time and often adds clarity.<\/li>\n<li>Present results clearly and simply.\u00a0 If you choose to present tables or graphs, make sure they illustrate only the points you want to make.\u00a0 Be sure to describe axes before stating trends.<\/li>\n<li>In the concluding part of your talk, don\u2019t bring up whole new pieces of information.\u00a0 It may sometimes be appropriate to mention implications for future work, but this should be brief and very clear.\u00a0 The exception is a job seminar, where it can be appropriate and effective to expand on future directions at the end of the talk.<\/li>\n<\/ul>\n<ol start=\"3\">\n<li><strong><em>Presentation<\/em><\/strong><\/li>\n<\/ol>\n<ul>\n<li>Timing is very important.\u00a0 Practice the talk out loud, more than once to check your timing.\u00a0 Most people find that they take less time giving the actual talk than they did in rehearsal.\u00a0 You will have to determine this from experience.\u00a0 You may want to have a contingency plan for the possibility that you run out of time.\u00a0 Know in advance what you can skip if you need to.\u00a0 <strong>You will be penalized for exceeding your time limit.<\/strong><\/li>\n<li>Practice in front of a mirror to try to catch distracting mannerisms.\u00a0 If you tend to speak with your hands in your pockets, then empty out keys or other jingling items.\u00a0 Don\u2019t try to suppress natural gestures if they\u2019re not unusual.<\/li>\n<li>Get to know the room where you\u2019ll be presenting.\u00a0 Locate the pointer and light switch.\u00a0 Check the blinds.\u00a0 Check the alignment of the projector.\u00a0 Arrange the room to suit yourself (when possible).\u00a0 For example, if you are planning to stand to the left, move the podium and ask people to move before you start, if you are obstructing their view.<\/li>\n<li>Consider starting the talk with the lights on and no slides.<\/li>\n<li>Use humour if it comes naturally, and if there\u2019s an appropriate spot for it.\u00a0 Overuse of humour may detract from your message &#8211; the most important aspect of your talk.<\/li>\n<li>Don\u2019t assume you can use the question period to finish if you run out of time, or that everyone will stay to allow you to finish.\u00a0 Plan to end on time.<\/li>\n<li>Try to speak as naturally as possible.\u00a0 Do not read your talk &#8211; no matter how good you are at this, it will not seem natural, and you will be forced to look down to keep your place.\u00a0 If you must, use point form notes in very large writing so you can glance at them easily.\u00a0 Even better, skip the notes altogether.<\/li>\n<li>Don\u2019t bother memorizing a text, though there may be certain sentences that you want to commit to memory.\u00a0 You want to try to appear natural; as though the talk was just a flowing (one sided) conversation.<\/li>\n<li>Always face the audience and make eye contact throughout the room as you speak.\u00a0 If eye contact is too intimidating, try focusing on eye brows.\u00a0 Move your glance around the room.\u00a0 This will help ensure that you project your voice around as well.<\/li>\n<li>Speak clearly.\u00a0 Avoid jargon and slang.<\/li>\n<li>Project you voice to the back of the room.\u00a0 Use a microphone if the room is too big for your voice.<\/li>\n<li>If you are right handed, stand to the left of the screen (from your perspective, when facing the audience) and point with the right hand.\u00a0 In this way, you won\u2019t turn your back on the audience.<\/li>\n<li>Use the pointer when you need it.\u00a0 Be aware that laser pointers will amplify shaky hands.<\/li>\n<li>Never apologize for the talk or its components.\u00a0 The audience will likely never notice a flaw unless you point it out.<\/li>\n<li>Acknowledge collaborators if appropriate.\u00a0 This is often done at the end, but might be better at the beginning<\/li>\n<\/ul>\n<ol start=\"4\">\n<li><strong><em>Question Period<\/em><\/strong><\/li>\n<\/ol>\n<ul>\n<li>Try to repeat or paraphrase the questions before answering.\u00a0 This gives you time to think, and ensures that you, and the rest of the audience have understood the question.<\/li>\n<li>Ask the questioner to clarify if you are unsure of the meaning of a question.<\/li>\n<li>Don\u2019t interrupt the questioner.<\/li>\n<li>Prepare for obvious questions.<\/li>\n<li>Be gracious about aggressive or simplistic questions.\u00a0 Never insult an audience member.\u00a0 If someone in the audience corrects you or adds to an answer, simply thank them and move on.<\/li>\n<li>Don\u2019t bluff an answer &#8211; better to admit that you don\u2019t know and say that you will look it up and get back to the person.\u00a0 If you say this, actually get back to the person.<\/li>\n<li>If a question is going on forever and becoming a conversation, offer to discuss it at a later time.<\/li>\n<li>Anticipate follow up questions.\u00a0 If you are unsure if the questioner was trying to lead you somewhere, ask them.<\/li>\n<\/ul>\n<h1 style=\"text-align: center;\">Visual Aids<\/h1>\n<ul>\n<li>Keep your slides simple, clear and have everything large enough to read.<\/li>\n<li>Each slide should make only a single point.<\/li>\n<li>An often heard rule of thumb is no more than one slide per minute of talk.\u00a0 This may vary.<\/li>\n<li>The font should be very large (18-24 point minimum)<\/li>\n<li>Pick a font with evenly drawn lines (e.g. helvetica, arial) and no decorations (this is called sans serif), but avoid ambiguities in symbols that are important (1 versus l).<\/li>\n<li>Pick a single colour scheme for your talk and stick with it.\u00a0 If you are drawing from existing slides for your talk, make your new slides the same colours.<\/li>\n<li>Consider how dark the room will be if you choose a dark colour scheme and there\u2019s no supplemental lighting.<\/li>\n<li>Keep text slides concise.\u00a0 There should be six or fewer lines of text on each slide and no line should have more than seven words.<\/li>\n<li>Remember not to use red and green to distinguish key items because some members of your audience may be red-green colour blind.<\/li>\n<li>Contrast that looks good on the computer may not show up when projected.\u00a0 Pay attention to colour schemes that work well in other presentations.<\/li>\n<li>Keep graphs and tables simple, with a minimum of extraneous lines and symbols.\u00a0 The axes of graphs should be legible from the back of a large room.<\/li>\n<li>Fill the area of your slide.\u00a0 Don\u2019t put all of the material in one part of the slide.<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><strong>TIPS ON GIVING AND RECEIVING FEEDBACK<\/strong><\/p>\n<p>An important facet of this course involves peer evaluation.\u00a0 You are required to fill out evaluation forms for all of the presentations given in this class, and will also be asked to provide oral constructive criticism for some presentations.<\/p>\n<p>Feedback is meant to provide the speaker with guidance on how to improve, as well as indicating positive aspects of the presentation.\u00a0 Feedback helps the speaker to present material more effectively the next time.<\/p>\n<h2>Giving Useful Feedback<\/h2>\n<ul>\n<li>Use descriptive rather than evaluative language.\u00a0 For example, it is much easier to be told \u201c<em>the example that you used didn\u2019t help me understand your key point<\/em>\u201d rather than \u201c<em>your example was poorly chosen<\/em>\u201d.\u00a0 Don\u2019t judge the speaker.<\/li>\n<li>Be specific rather than general.\u00a0 For example, \u201c<em>your results would have been easier to understand if you had first stated the hypothesis that you were testing<\/em>\u201d, rather than \u201c<em>the organization of the talk was not logical<\/em>\u201d.<\/li>\n<li>Consider the needs of the speaker.\u00a0 They need specific enough information to allow them to improve next time, but they need not be told about a typo that they made while writing on the board.<\/li>\n<li>Direct your feedback towards behaviour that the speaker can change.<\/li>\n<li>Address any points that the speaker has specifically requested feedback on.<\/li>\n<li>When giving oral feedback, speak directly to the speaker, rather than directing your comments to the course coordinators, or the general audience.<\/li>\n<li>Present your feedback as your opinion.\u00a0 For example don\u2019t say \u201c<em>no one could make any sense of that overhead\u201d<\/em>.<\/li>\n<li>Remember to comment on strengths as well as shortcomings.<\/li>\n<li>Make one or two important points or suggestions.<\/li>\n<\/ul>\n<h2>Receiving Feedback<\/h2>\n<ul>\n<li>Acknowledge individual feedback.\u00a0 For example say \u201c<em>maybe I could empty my pockets before speaking next time so there\u2019s nothing to jingle\u201d<\/em>.<\/li>\n<li>If you want to know if a particular aspect of the presentation worked, specifically ask for feedback.<\/li>\n<li>Paraphrase what you have heard if you are unsure of the meaning.<\/li>\n<li>Make eye contact with the person providing the feedback.<\/li>\n<li>Accept all feedback.\u00a0 Try not to take anything personally, and don\u2019t get defensive.<\/li>\n<li>Focus on the constructive aspects of the criticism, i.e. what can you use to improve your next talk.<\/li>\n<\/ul>\n<p><strong>Source<\/strong>:\u00a0 <em>Instructional Skills Workshop:\u00a0 Handbook for participants<\/em>, produced by the Province of BC Ministry of Advanced Education, Training and Technology, and the Centre for Curriculum and Professional Development, 1993.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Some Guidelines for Preparing an Effective Presentation A couple of useful websites: http:\/\/www.kumc.edu\/SAH\/OTEd\/jradel\/effective.html .This is a good site, aimed at scientific presentations.\u00a0 Includes information on making slides and posters, as well as on structuring and delivering talks.\u00a0 Also has some &hellip; <a href=\"https:\/\/blogs.ubc.ca\/firstyearbiology\/guide-to-preparing-oral-presentation\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2286,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-61","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/pages\/61","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/users\/2286"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/comments?post=61"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/pages\/61\/revisions"}],"predecessor-version":[{"id":197,"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/pages\/61\/revisions\/197"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/firstyearbiology\/wp-json\/wp\/v2\/media?parent=61"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}