structured+presentations+are+more+effective

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=Structured presentations are more effective =

Set, dialogue, closure
As with most things, planning will enhance the effectiveness of your presentation. The standard teaching framework of set, dialogue & closure can be used.

 **Set**
 includes physical preparation of the room (can people see & hear from every seat, is the projector working, are the whiteboard pems working?), and providing an introduction to the presentation. This should include the theme of the presentation (briefly) and should broadcast on W11 FM (stands for "what's in it for me?"). The audience need to know very near the start of the presentation why they should bother to listen to the rest of the presentation. Finally the set should include a description of the structure of the presentation ("first I am going to talk about x, then cover y and finish with z"). Providing the structure at the start and making it clear when the topic is changing will help the audience keep up with the presentation.

 **Dialogue**
is the "meat" of the presentation. One can apply "mini" set, dialogue, closure structures of each of the topics in the dialogue. The sequence of topics should make sense to your audience. "Sign posts" (flagging up what you're talking about) and "transitions" (making it clear you are leaving one topic and moving onto another) both help the audience keep pace with your presentation. Some powerpoint designs allow for a small number of topics to be listed on the side while the main part of the slide covers something in more detail - this can also help the audience keep track of your position in the presentation.

 **Closure**
 aims to cement the key points in the audience members' minds. New concepts or facts should not be introduced at this stage. The suggested sequence for closure is audience questions (if necessary say how long thee is for questions) then key points summarised (this order because the last thing heard may be the most remembered - make it something you want to be rmembered) and finally make it clear the presentation is over. Many people expect questions after the summary - ensure people are aware you will be saying a little after the questions.

As well as using the set, dialogue, closure structure to the whole of the presentation, the same approach can be used for each of the main parts in the body of the presentation with "mini set, dialogue, closure".

Mnemonics
Set: **ROLE** = roles (teacher, learners, patient), objectives, linkages (with previous activities & learning), environment (physical) Dialogue: **QUEST** = questions, understanding, eye contact, stimulation (make the learning interesting and relevant), timing (do not over-run) Closure: **REST** = review - ask for questions and ask questions to check understanding, eye contact, summarise key points, terminate session

[|planning a teaching episode with set, dialogue, closure structure]

**Signposting**
<span style="font-family: Georgia,serif;">is pointing out to the audience where in the presentation you (and they) are. "This is the first part of the presentation, highlighting risks assosciated with travel at high altitude..."

<span style="font-family: Verdana,Geneva,sans-serif;">**Transitions**
<span style="font-family: Georgia,serif;"> are poitning out (verbally) that you are moving from one part of the presentation to another (in the "set" you should have provided an overview of the presentation's structure - akin to having a map to follow when walking). "That's all I want to say about AMS; now I'm going to move onto the more serious condition HACE."

<span style="font-family: Georgia,serif;">**Foci**
<span style="font-family: Georgia,serif;"> are important parts of the presentation. "The importance of descent in the management of HACE canno be overstated. If you just let the casualty go to their tent to @sleep it off' they may never wake up again."

<span style="font-family: Verdana,Geneva,sans-serif;">Digression for those who have come here because of the wilderness medicine link
<span style="font-family: Georgia,serif;">A quick pause for thought here: compare the above with some of the material in the navigation sections:-
 * <span style="font-family: Georgia,serif;">Know where you are when you start and where you are aiming to finish
 * <span style="font-family: Georgia,serif;">Plan your route according to the conditions and the abilities and wishes of the group
 * <span style="font-family: Georgia,serif;">Think in terms of the "4 Ds" (destination, direction, duration and description)
 * <span style="font-family: Georgia,serif;">Share these with the group, including collecting features that they should be looking out for on the way

<span style="font-family: Verdana,Geneva,sans-serif;">Change the activity after 18 minutes
<span style="font-family: Georgia,serif;">If one person talks, without interruption, it becomes more and more difficult for the audience to concentrate. <span style="font-family: Georgia,serif;">You can say a lot in 18 minutes (see the good presentations are [|TED.com] for proof of this) <span style="font-family: Georgia,serif;">A change of activity/voice helps the audience regain their concentration; changin gto something that is **active** for them is even better. <span style="font-family: Georgia,serif;">[|making lectures more participatory]

<span style="font-family: Georgia,serif;">(If you're thinking that 18 minutes seems a short time to do one thing before changing then bear in mind it may well be an overestimate of how long we can concentrate on the same thing - 10 minutes might be a better figure!)

<span style="font-family: Verdana,Geneva,sans-serif;">Links
<span style="font-family: Georgia,serif;">[|Presentation structure] <span style="font-family: Georgia,serif;">[|Getting engagement early in your presentation] <span style="font-family: Georgia,serif;"><span class="wiki_link_ext">Moving from engagement to action: <span style="font-family: Georgia,serif;">media type="custom" key="10682546"