WASFAA 2009 Anchorage, Alaska Extraordinary Presentations Jacquie Carroll & Kay W. Soltis
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Transcript of WASFAA 2009 Anchorage, Alaska Extraordinary Presentations Jacquie Carroll & Kay W. Soltis
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WASFAA 2009 Anchorage, AlaskaExtraordinary Presentations
Jacquie Carroll & Kay W. Soltis
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■ Potential Topics/audience■ Personal SWOT■ Before
♦ PAL♦ Gayne’s 9 steps
■ During♦ Content and Delivery♦ Learning styles/retention♦ Adult learning♦ Difficult participants
■ After
agenda
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Potential topics/audience■ What are some topics?
♦ Entrance & exit counseling
♦ Budgeting♦ Money management♦ Financial planning♦ Credit cards & debts♦ Time management♦ Academic dos and
don’ts
■ Possible audience♦ High School Counselors♦ HS Financial Aid Night♦ current students /parents♦ New FAAs♦ Financial Aid Support Staff♦ Faculty and/or other
colleagues♦ Board of Regents/Trustees♦ Scholarship Organizations
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■Strengths
■Weaknesses
■Opportunities
■Threats
Personal SWOT analysis
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■P = Purpose■A = Audience■L = Logistics
Before- know your PAL
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■ What are you trying to accomplish and how will you do it? ♦ Workshops- activities
♦ Presentations- informational
♦ Scavenger Hunt- actions
♦ Other- online?
Before- know your purpose
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Before- know your audience■ Who is your audience?
♦ High School Counselors♦ High School Financial Aid Night♦ Current students and/or Parents♦ New Financial Aid Administrators♦ Financial Aid Support Staff♦ Faculty and/or Other Colleagues♦ Board of Regents/Trustees♦ Scholarship Organizations
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Special Needs
■ Hearing impaired■ English as a second language■ Visually impaired
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Before- know your logistics■ Room layout■ Resources/technology■ Beginning of the day■ Prior to Lunch■ After lunch■ Last session of the day
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Gayne’s 9 steps to instruction■ 1.Gain attention■ 2.inform learners of objectives■ 3.stimulate recall of prior learning■ 4. present content■ 5. Provide Learning Guidance■ 6. Elicit performance■ 7. Provide feedback ■ 8. Assess participation■ 9. retention and transfer to job application
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Before- set ground rules■ Inform audience of the following
♦ Start and Stop on time
♦ Provide logistics
♦ Respect each other
♦ Questions – Parking lot, Ask it Basket, etc.
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■ Ask the audience what they expect♦ Write it down♦ Go over the list ♦ Explain what you will cover – tell the audience if you will not cover one of its expectations
■ Divide content into 3 categories♦ Need to know♦ Nice to know♦ Where to go
During- Content
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■ Creating a safe environment♦ Put them at ease♦ Make it fun♦ Tension = Retention♦ Brain cleansing♦ Ownership
learning environment
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■ Story■ Quotation■ Challenging questions■ Significant statement■ Pay a compliment
During- openers
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■ Case study■ Role play■ Crossword puzzles■ Effectiveness grids■ Use left pages as notes page■ Use icons to anchor key information
During- variety in handouts
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■ Use visuals & color■ Make a promise■ Ask a question■ Share a story■ Use an activity■ Add some humor
generate interest
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■ Call for action■ Anecdote■ Recap■ Rhetorical question■ Statement
During- closers
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■ Break preoccupation■ CContent, PParticipation, RReview■ 90/20/8■ Primacy & recency■ Raise or enhance self-esteem
♦ WII-FM♦ MMFI-AM
learning styles/retention
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During- learning styles
■ Audio learner
■ Visual learner
■ Tactile learner
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Left Brain■ Thoughts■ Logic■ Words■ Numbers■ Rules■ Task oriented■ Future / past
Right Brain■ Feelings■ Intuition / gut■ Visuals■ Pictures / icons■ No boundaries■ Relationship■ In the moment
During- learning styles
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■ 10% of what we read■ 20% of what we hear■ 30% of what we see■ 50% of what we see & hear■ 80% of what we say■ 90% of what we say as we act
During- learning styles
we remember. . .
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■ Adults♦ Want to be considered as learning partners♦ want information that they can apply or use
immediately♦ Also have multiple learning styles that should be
considered♦ Learn better in a group♦ It may be more fun
adult learning
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■ Explorer■ Latecomer■ Know it all■ Elder■ Introvert■ Prisoner
difficult participants
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■ The Prisoner♦ Directly face their reservations
♦ Present group generated benefits
♦ Keep all course materials benefit-based
♦ Use proximity
♦ Enlist their help
♦ Initiate a private discussion
♦ Allow them to leave
difficult participants
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Conclusion■ Last but not least – leave them with
something–Tell them what you’re going to tell them–Tell them what you told them–Leave them with something
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■ Help people learn how to learn■ 9 steps of instructions■ Make learning fun ■ Use dynamics of the group■ Allow adults to bring experience to
training and use it■ Memorable
Summary
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After-■ Evaluate what went well and what didn’t■ Make changes as needed■ Seek input from audience■ Send follow up survey, later
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Thank you for joining us
today!