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1. Developed by the 2010 ABE Summer Institute Program Planning Committee Based on the Presenter Handbook developed by the 2008 ABE Summer Institute Program Planning Committee Title Page ABE Presenter Handbook Tutorial

2. Introducing Dawn This is Dawn. She’s preparing for a workshop for Summer Institute.

3. What should she do first? What should she do first? Review her workshop objectives Procrastinate until the week before the workshop Write a detailed script of what she plans to say

4. Plan objectives Great idea! Dawn reviews her objectives so that she can decide what kinds of information and skills she wants participants to leave with. Participants will be able to… -explain 5 best practices for working with literacy level adult learners -assign meaningful and achievable writing tasks

5. Procrastinate Hmm… Procrastination does sound appealing right now, but in the long run it’ll make Dawn feel stressed and unprepared. Perhaps she’ll take a look at her objectives instead.

6. Write a Script Writing a script may help Dawn feel more prepared, but she doesn’t use a script when she is teaching, so she decides to take a look at her objectives instead.

7. Dawn’s objectives inspire some activity ideas. Which of these activities should she include in her workshop? Which Activity? Dawn explains ten activity ideas for low level reading and writing. Participants attempt to read some mirror writing to experience being low level readers. Dawn discusses four theories about how adults learn to read.

8. Participants do want to walk away from the session with something they can use (materials, new ideas, etc.) in their program/classroom the next day. However, listening to Dawn explain activity after activity could get tedious and the participants are likely to find it difficult to stay focused while sitting passively for an hour and a half. She could have participants try some of the activities instead. Try again. Explain 10 Ideas

9. Reading Activity Great choice! This interactive activity will stimulate interest, arouse curiosity, and promote understanding and retention. Dawn can use the exercise as a spring board to share strategies for teaching low level readers.

10. Discussing theory legitimizes what you are presenting, but be cautious of focusing too much on theory. People generally want to walk away from the session with something they can use (materials, new ideas, etc.) in their program/classroom the next day. Dawn could briefly introduce some theory and then have participants discuss ways to apply it. Try again. Four Theories

11. What’s Next to Prepare? What should Dawn do next to prepare for her workshop?

12. Dawn’s To Do List • Create an agenda for the session and plan how much time to spend on each section • Decide ahead of time which sections or activities to leave out if time gets tight • Practice delivering the workshop • Have a contingency plan in case the technology doesn’t work Be Prepared Be Prepared!

13. Dawn plans to use PowerPoint during her presentation. She recalls other slide shows she has seen in the past and thinks about her reactions to them. Power Point Choices The distracting slide show The crowded slide show The helpful slide show

14. The Distracting Slide Tools: • When you say that I hear “…” • Listen and repeat • Tape recorders • You can say that when you say “…” • Familiar symbols • Homework • Journals Move on Back to slide choices

15. The Crowded Slide Vowels and Stress • Front vs. Back Vowels • Move the tongue back and forth • High vs. Low Vowels • Move the tongue up and down • Tense vs. Lax Vowels • The tongue is tense or relaxed • Rounding • The lips form a circle • For vowels before the /r/ sound, the lips are pursed • Why teach stress? • More important than individual sounds • Every word has a stressed syllable • What is it? • Stress in English = the vowel is • longer • louder • When do you teach it? • Whenever you work on pronunciation Move on Back to slide choices

16. The Helpful slide Your Turn • Work with a partner • Watch the video • How would you do a short pronunciation lesson with this student? Move on Back to slide choices

17. What are your transferable skills? Dawn is a teacher, so even though she hasn’t presented at a conference before, she has a lot of skills that she can use to be an effective facilitator and to make the session engaging. What are your transferable skills?

18. List of transferable skills Here are the transferable skills that Dawn thought of. Click on one to learn more. Transferable Skills • time management/pacing • handling questions • knowing what to do when there are monopolizers or derailers • remembering that there are a variety of learning styles • balancing presentation of content with audience participation • managing pair and group activities

19. Time management Time Management If you lose track of time easily—enlist someone in the audience to help you keep track. Don’t start and rush through an activity in the last few minutes. What the audience doesn’t know about, they will not miss. Move on Back to the list

20. Handling questions Handling Questions Plan question time into your agenda -allot time at the end of the session -create a parking lot for questions by recording questions and answer them later -take questions throughout, but only take a set number at a time Move on Back to the list

21. Monopolizers and derailers Monopolizers and Derailers -tell participants that you need to move on; you’d be happy to talk after the session-”Let’s hear from someone on this side of the room.”-stand close to sideline talkers Move on Back to the list

22. Learning styles Learning Styles -use individual assessment tools to promote reflections-use games and group activities to promote teamwork and enthusiasm-use discussion to engage your audience Move on Back to the list

23. Balance presentation and participation Balance Presentation and Participation -use a variety of training methods to promote understanding and retention-use games and group activities to promote teamwork and enthusiasm-use discussion to engage your audience Move on Back to the list

24. Managing pairs/groups Managing Pairs and Group Work -give pairs and groups a clear task-as soon as half the participants seem to be winding down, start drawing the activity to a close-give a two minute warning Move on Back to the list

25. Multiple Presenters Multiple Presenters Dawn’s coworkers Steve and Charlene are presenting a session together. When would be a good time for them to decide who does what on their agenda? They’ll have time to go over this right before their session starts. When they’re writing their agenda.

26. They’ll have time They probably won’t have time. They will be busy checking the layout of the room, setting up technology and reviewing their notes—this doesn’t leave time for deciding who does what.

27. While they write the agenda Deciding who does what while they write the agenda is a great idea. Then they will know who is responsible for filling in the details for each section of the presentation.

28. Handouts

29. Advice about Handouts Hi Steve. I was wondering if you could look at this handout for me. Does it make sense? Sure—could you take a look at mine too? Last time I ran out of copies, so I plan to make lots of extras this time. It is a good idea to ask someone to check your handouts to make sure that they are clear. Also, be prepared with plenty of copies.

30. Getting Started The big day has finally arrived. How should Dawn begin her workshop? Do a quick survey of participants to see what roles they have. (Who is an instructor? A manger?) Ask everyone to introduce themselves to the group to get to know the participants. Clarify the objectives of the session and who the intended audience is.

31. Brief Survey Who here is an instructor? A manger? A volunteer coordinator? Quickly surveying the audience is a great way to find out more about the participants while leaving plenty of time to focus on the session’s topic. Move on Back to choices

32. Large group introductions Doing large group introductions is not the best use of time. It is better to have participants briefly introduce themselves to their neighbors and to leave more time to focus on the workshop topic. Move on Back to choices

33. Clarify Objectives Clarifying the intended audience and the session objectives is a great way to introduce the topic and help participants have clear expectations about what they’ll learn (and what they won’t learn). Workshop Objectives Move on Back to choices

34. What does research show the best way to diagnose learning disabilities is in adult language learners? Steve doesn’t know the answer. How should he respond? Make a guess. Admit that he doesn’t know the answer. Ask the group to see if a participant knows the answer.

35. Make a Guess If Steve guesses he may give incorrect information. Try again.

36. Admit he doesn’t know Honesty is the best policy. Steve may feel a little embarrassed, but it is better to be honest than to give out incorrect information. Move on Back to choices

37. Ask the group Asking the group is a good idea. One of the participants may know the answer. Move on Back to choices

38. To wrap up this session today take the last five minutes and fill our your Personal Education Plan. Be sure to end on time. Participants will want to get to the next session and the next presenter will want to set up the room. Wrapping Up Wrapping Up Get out your PEP

39. Advice about Handouts Congratulations! You’ve reached the end of this tutorial. Good luck!