WASFAA 2009 Anchorage, Alaska Extraordinary Presentations Jacquie Carroll & Kay W. Soltis

1. WASFAA 2009 Anchorage, Alaska Extraordinary Presentations Jacquie Carroll & Kay W. Soltis

2. agenda • Potential Topics/audience • Personal SWOT • Before • PAL • Gayne’s 9 steps • During • Content and Delivery • Learning styles/retention • Adult learning • Difficult participants • After

3. 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

4. Personal SWOT analysis • Strengths • Weaknesses • Opportunities • Threats

5. Before- know your PAL • P = Purpose • A = Audience • L = Logistics

6. Before- know your purpose • What are you trying to accomplish and how will you do it? • Workshops- activities • Presentations- informational • Scavenger Hunt- actions • Other- online?

7. 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

8. Special Needs Hearing impaired English as a second language Visually impaired

9. Before- know your logistics Room layout Resources/technology Beginning of the day Prior to Lunch After lunch Last session of the day

10. 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

11. 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.

12. During- Content • 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

13. learning environment • Creating a safe environment • Put them at ease • Make it fun • Tension = Retention • Brain cleansing • Ownership

14. During- openers • Story • Quotation • Challenging questions • Significant statement • Pay a compliment

15. During- variety in handouts • Case study • Role play • Crossword puzzles • Effectiveness grids • Use left pages as notes page • Use icons to anchor key information

16. generate interest • Use visuals & color • Make a promise • Ask a question • Share a story • Use an activity • Add some humor

17. During- closers • Call for action • Anecdote • Recap • Rhetorical question • Statement

18. learning styles/retention • Break preoccupation • Content, Participation, Review • 90/20/8 • Primacy & recency • Raise or enhance self-esteem • WII-FM • MMFI-AM

19. During- learning styles Audio learner Visual learner Tactile learner

20. During- learning styles Right Brain • Feelings • Intuition / gut • Visuals • Pictures / icons • No boundaries • Relationship • In the moment Left Brain • Thoughts • Logic • Words • Numbers • Rules • Task oriented • Future / past

21. During- learning styleswe remember. . . • 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

22. adult learning • 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

23. difficult participants • Explorer • Latecomer • Know it all • Elder • Introvert • Prisoner

24. difficult participants • 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

25. 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

26. Summary • 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

27. After- • Evaluate what went well and what didn’t • Make changes as needed • Seek input from audience • Send follow up survey, later

28. Thank you for joining us today!