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General Teaching Methods

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A presentation delivers content through oral, audio and visual channels allowing teacher-learner interaction and making the learning process more attractive. Through presentations, teachers can clearly introduce difficult concepts by illustrating the key principles and by engaging the audience in active discussions. When presentations are designed by learners, their knowledge sharing competences, their communication skills and their confidence are developed.

Techniques/ Demonstration Techniques/ Brainstorming

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Home » Water Outreach Education » BEP Website Resources » Use Education Resources » Tools for Teaching » Teaching and Presentation Skills

Teaching and Presentation Skills

Tools for teaching navigation.

Facilitation Skills : The art of group facilitation

Teaching and Presentation Skills : Keep these techniques in mind

Keep these five techniques in mind when developing or polishing your outreach skills.

Variety of Teaching Methods and Strategies

Create Effective Presentations

Use audiovisuals, teach outdoors, evaluate yourself and others, use a variety of teaching methods and strategies.

We each learn differently based on our learning style, multiple intelligences and past knowledge and experience. We learn best when we experience a teaching approach that matches our unique learning profile. For this reason, educators need to use a variety of teaching strategies to assure that they are meeting the needs of their learners (audiences).

A Continuum of Teaching Methods

Explanation of Teaching Continuum (pdf, 5 pp., 145 KB)

Photo courtesy of the Rock River Coalition, WI

A presentation is a spoken communication made in a prepared and formal way. You can give a presentation to one person or hundreds of people or thousands. The skills required can be learned and are very much the same regardless of the size of the group. Water management professionals are often called upon to give a wide variety of presentations. You may be asked to:

With such diversity, a broad range of skills is needed. Developing great speaking abilities is not unlike learning a new sport. Every sport has basic skills that you have to master individually as well as combined together in a game. Basketball players, for example, have to learn to dribble and pass the ball, shoot foul shots and lay-ups, grab rebounds and defend the opponent. While they may excel in some skills, a certain level of expertise is needed in all areas to have an overall successful game. In addition, ballplayers need to integrate their skills with others to work as a whole, i.e., as a team.

Learning to become an effective speaker is similar. In the beginning it can be just as frustrating as learning to properly dribble or throw a basketball. However, after learning a few basic skills, and, most importantly, practicing them, things usually improve. But to really learn to present well takes constant practice and mastery of the basic skills and the ability to weave them together as a whole, i.e., into a presentation.

Where to Start

Goals and Objectives

How to Present Your Content to Make the Most Sense

Effective Questioning Strategies

The “How and When” of Handling Audience Questions

Getting Ready and Making Room Arrangements: The Final Steps

Audiovisuals include any teaching tool used to focus attention, emphasize, clarify and reinforce key points. Visuals, in particular, are important presentation tools because humans are visual creatures we process visual information (pictures, graphs, etc.) 60,000 times faster than text and retain it up to five times longer.

Well-planned and well-executed audiovisuals can do many things for the audience:

and for the presenter:

General Tips for Planning Successful Audiovisuals

Advantages, disadvantages, and tips for common types of audiovisuals (pdf)

Water resource professionals provide outreach activities and programs for both youth and adults in outdoor settings. These include, for example, pond clinics, field days, water festivals, teacher workshops, camp programs, land lab activities as well as Earth Day, Arbor Day and other special events. Outdoor experiences serve as a powerful vehicle for first-hand learning and a means for helping youth and adult learners make connections that are personal and relevant. Whether learning best practices for pond management and soil erosion or the effects of water quality on organisms found in a stream, learners can become more engaged and successful through the use of hands-on experiences in the outdoors.

While the principles of good education serve equally well inside and outside, several strategies for outdoor learning can make these experiences more rewarding for both the learner and the leader. The following guidelines can help you as you explore the outdoors with learners young and old.

Preparing the Activity or Program

Preparing the Learners

Doing the Activity or Program

Following the Activity or Program

Becoming an effective presenter or teacher is a process, not an event. It takes many years of practice, focusing on one skill and then another and another, building your repertoire of presentation techniques, your style and your confidence. The best way to improve is through self-evaluation and comments by friends, colleagues and experts.

Strategies to Help Improve Your Skills

Additional Resource

A Guide for Growing Volunteer Monitoring Programs directs program coordinators to resources for building successful programs. See the USA Volunteer Water Quality Network website, and especially:

Adapted with permission from Soil and Water Conservation District Outreach: A Handbook for Program Development, Implementation and Evaluation . Ohio Department of Natural Resources, Division of Soil and Water Conservation, 2003.

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it is important to teacher to know about methods of teaching. Here is describe top 3 methods which are very important. for fashion, style, dresses visit site https://fashion2days.com/

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Methods for Presenting Subject Matter

The word educate comes from Latin, meaning "to bring up, to rise, and to nourish, to train." To educate is an active enterprise. In comparison, the word teach comes from German, meaning "show, declare, warn, persuade." To teach is a more passive activity.

The difference between these words, educate and teach, has resulted in many different instructional strategies, some more active and some more passive. The teacher has the option to choose one in order to successfully deliver content.

In choosing an active or passive instructional strategy, the teacher must also consider for other factors such as subject matter, the resources available, the time allotted for the lesson, and the background knowledge of the students. What follows is a list of ten instructional strategies that can be used to deliver content regardless of grade level or subject matter.

Lectures are instructor-centered forms of instruction given to a whole class. Lectures come in many different forms, some more effective than others. The least effective form of lecture involves a teacher reading from notes or the text without differentiating for student needs. This makes learning a passive activity and students may quickly lose interest.

The lecture is the most used strategy. An article in "Science Educator" titled "Brain Research: Implications to Diverse Learners" (2005) notes:

"Although lecturing continues to be the most widely employed method in classrooms across the country, research on the way we learn indicates that lecturing is not always very effective."

Some dynamic teachers, however, lecture in a more free-form manner by including students or providing demonstrations. Some skilled lecturers have the ability to engage students using humor or insightful information.

The lecture is often coined as "direct instruction" which can be can be made into a more active instructional strategy when it is part of a mini- lesson .

The lecture portion of the mini-lesson is designed in a sequence where the teacher first makes a connection to previous lessons. Then the teacher delivers the content using a demonstration or a think-aloud . The lecture part of the mini-lesson is revisited after students have an opportunity for hands-on practice when the teacher restates the content one more time.

Socratic Seminar

In a whole group discussion , the instructor and the students share the focus of the lesson. Typically a teacher presents information through questions and answers, trying to ensure that all students are involved in learning. Keeping all students on task, however, may be difficult with large class sizes. Teachers should be aware that using an instructional strategy of whole-class discussions may result in passive engagement for some students who may not participate .

To increase engagement, whole-class discussions may take several different forms. The Socratic seminar is where an instructor asks open-ended questions allowing students to respond and build on each others thinking. According to education researcher Grant Wiggins , the Socratic seminar leads to more active learning when,

"...it becomes the student’s opportunity and responsibility to develop habits and skills that are traditionally reserved for the teacher."

One modification to the Socratic Seminar is the instructional strategy known as the fishbowl. In the fishbowl, a (smaller) inner circle of students respond to questions while a (larger) outer circle of students observes. In the fishbowl, the instructor participates as a moderator only.

Jigsaws and Small Groups

There are other forms of small group discussion. The most basic example is when the teacher breaks the class up into small groups and provides them with talking points that they must discuss. The teacher then walks around the room, checking on the information being shared and ensuring participation by all within the group. The teacher may ask students questions to ensure that everyone's voice is heard.

The Jigsaw is one modification on small group discussion that asks each student to become an expert on a particular topic and then share that knowledge by moving from one group to another. Each student expert then "teaches" the content to the members of each group. All members are responsible to learn all content from one another.

This method of discussion would work well, for example, when students have read an informational text in science or social studies and are sharing information to prepare for questions posed by the instructor.

Literature circles are another instructional strategy that capitalizes on active small group discussions. Students respond to what they have read in structured groups designed to develop independence, responsibility, and ownership. Literature circles can be organized around one book or around a theme using many different texts.

Role Play or Debate

Roleplay is an active instructional strategy that has students take on different roles in a specific context as they explore and learn about the topic at hand. In many ways, role-play is similar to improvisation where each student is confident enough to offer an interpretation of a character or an idea without the benefit of a script. One example could be asking students to participate in a luncheon that is set in a historical period (ex: a Roaring 20s "Great Gatsby" party).

In a foreign language class, students might take on the role of different speakers and use dialogues to help learn the language . It is important that the teacher has a firm plan for including and assessing the students based on their role-playing as more than participation.

The use of debates in the classroom can be an active strategy that strengthens skills of persuasion, organization, public speaking, research, teamwork, etiquette, and cooperation. Even in a polarized classroom, student emotions and biases can be addressed in a debate that begins in research. Teachers can foster critical thinking skills by requiring students to provide evidence to support their claims before any debate.

Hands-on or Simulation

Hands-on learning allows students to participate in an organized activity best evidenced in stations or science experiments. The arts (music, art, drama) and physical education are those recognized disciplines that require hands-on instruction.

Simulations are also hands-on but are different than role-playing. Simulations ask students to use what they have learned and their own intellect to work through an authentic problem or activity. Such simulations might be offered, for example, in a civics class where students create a model legislature in order to create and pass legislation. Another example is having students participate in a stock market game. Regardless of the kind of activity, a post-simulation discussion is important for assessing student understanding.

Because these kinds of active instructional strategies are engaging, students are motivated to participate. The lessons do require extensive preparation and also require the teacher to make clear how each student will be assessed for their participation and then be flexible with the results.

Software Program(s)

Teachers can use a variety of educational software on different platforms to deliver digital content for student learning. The software might be installed as an application or a program that students access on the internet. Different software programs are selected by the teacher for their content ( Newsela ) or for the features that allow students to engage ( Quizlet ) with the material.

Longterm instruction, a quarter or semester, can be delivered over software platforms online such as Odysseyware or Merlot . These platforms are curated by educators or researchers who provide specific subject materials, assessment, and support materials.

Short term instruction, such as a lesson, can be used to engage students in learning content through interactive games ( Kahoot !) or more passive activities such as reading texts.

Many software programs can collect data on student performance which can be used by teachers to inform instruction in areas of weakness. This instructional strategy requires that teacher vets the materials or learns the software processes of the program in order to best use the data that records student performance.

Presentation Through Multimedia

Multimedia methods of presentation are passive methods of delivering content and include slideshows (Powerpoint) or movies. When creating presentations, teachers should be aware of the need to keep notes concise while including interesting and relevant images. If done well, a presentation is a kind of lecture that can be interesting and effective for student learning.

Teachers may want to follow a 10/20/30 rule which means there are no more than 10 slides , the presentation is under 20 minutes, and the font is no smaller than 30 points. Presenters need to be aware that too many words on a slide can be confusing to some students or that reading every word on the slide aloud can be boring for an audience that can already read the material.

Movies present their own set of problems and concerns but can be extremely effective when teaching certain subjects. Teachers should consider the pros and cons of using movies before using them in the classroom.

Independent Reading and Work

Some topics lend themselves well to individual classroom reading time. For example, if students are studying a short story, a teacher might have them read in class and then stop them after a certain time to ask questions and check for understanding. However, it is important that the teacher is aware of student reading levels to make sure that students do not fall behind. Different leveled texts on the same content may be necessary.

Another method some teachers use is to have students select their own reading based on a research topic or simply on their interests. When students make their own choices in reading, they are more actively engaged. On independent reading selections, teachers may want to use more generic questions to assess student understanding such as:

Research work in any subject area falls into this instructional strategy.

Student Presentation

The instructional strategy of using student presentations as a way to present content to the class as a whole can be a fun and engaging method of instruction. For example, teachers can divide up a chapter into topics and have the students "teach" the class by presenting their "expert" analysis. This is similar to the Jigsaw strategy used in small group work.

Another way to organize student presentations is to hand out topics to students or groups and have them present information on each topic as a short presentation. This not only helps students learn the material in a deeper manner but also provides them with practice in public speaking. While this instructional strategy is largely passive for the student audience, the student presenting is an active demonstrating a high level of understanding.

Should students choose to use media, they should also adhere to the same recommendations that teachers should use with Powerpoint (ex: a 10/20/30 rule) or for films.

Flipped Classroom

Student use of all manner of digital devices (smartphones, laptops, i-Pads, Kindles) that allow access to content brought the beginning of the Flipped Classroom. More than a switch of homework to classwork, this relatively new instructional strategy is where the teacher moves the more passive elements of learning such as watching a powerpoint or reading a chapter, etc.as an activity outside of the classroom, usually the day or night before. This design of the flipped classroom is where valuable class time is available for more active forms of learning.

In flipped classrooms, one goal would be to guide students to make decisions on how to learn better on their own rather than having the teacher deliver information directly.

One source of materials for the flipped classroom is Khan Academy, This site originally began with videos that explained math concepts using the motto "Our mission is to provide a free, world-class education to anyone, anywhere."

Many students preparing for the SAT for college entry might be interested to know that if they are using Khan Academy, they are participating in a flipped classroom model.

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Presentations and lectures

A lecture is delivered to a large number of learners by a teacher (usually in person, but can be by broadcast, video or film). A conventional lecture would be 50–55 minutes of uninterrupted discourse from the teacher with no discussion, the only learner activity being listening and note-taking. Lectures will not necessarily include visual aids. Presentations follow a similar pattern but are more likely to happen outside formal education for example in the workplace. Presentations might be shorter and would definitely include visual aids — possibly of a high-tech nature.

There are many advantages to using presentations and lectures as a delivery method for training. Although the disadvantages are fewer, it is important to acknowledge them and to take measures to minimise them as they are significant and can undermine the learning experience.

There has been a lot of research carried out on learning experiences which sheds light on the appropriateness and value of presentations and lectures as a delivery technique. When preparing your presentation it is good to bear in mind the following:

Tips for delivering effective presentations and lectures

There are some people who are natural speakers. They can speak without preparation, without notes, without visual aids and put together a presentation on their chosen or accepted subject that will impress, inform and captivate their audience. In so doing they might violate all the tips and guidance offered in this section but they will nevertheless be gifted trainers. Most of us need to develop and practice our speaking and presentation skills and following the guidance below will assist in preparing and delivering an effective and professional presentation or lecture. Some of the tips will also be relevant to other kinds of delivery methods.

Introduction

Find out about your participants’ existing knowledge

This is also a good way to “warm up” the class.

Organise your information well

Relate to learners

Body language

General tips

Visual aids

The most common technique for making lectures and presentations more interesting and effective is the use of visual aids . Lecturing can be a boring and therefore ineffectual way of delivering learning. Visual aids are used in presentations and lectures to illustrate the subject, they can help to break up the monotony, providing a visual stimulant to reinforce what the learners are listening to. The most common forms of visual aids are:

More detail on developing effective visual aids is given in the Teaching aids section.

How are presenters and lecturers assessed by the audience?

Making presentations and delivering lectures can be a very daunting experience, particularly as most of us have been on the receiving end of speeches in the past. It can be helpful to remember how we might be judged or received by our audience. There are three main areas on which a speaker’s competence may be judged:

How to make lectures and presentations more interactive

Lectures can be the best way to get a lot of factual information over to a large group of people. However, they do not have to involve lengthy periods of monologue from the speaker as there are ways of breaking up the delivery to add variety and interest. Here are some suggestions:

Last updated: 20 December 2005

Teaching Resources

Improving Presentation Style

Resource overview.

Strategies for making your presentation style more effective in the classroom

Effective lecturers combine the talents of scholar, writer, producer, comedian, showman, and teacher in ways that contribute to student learning.”

Wilbert J. McKeachie, Teaching Tips

An effective teacher is an excellent communicator and therefore thinks about improving his or her presentation skills. One of the most important aspects of communicating is shaping both content and style to fit your audience. In the classroom, if you cannot communicate in a way that is both comprehensible and interesting to your students, their learning will be greatly reduced.

To strengthen your presentation skills, focus on improving your skills in these three areas:

Verbal and Non-Verbal Communication

Effective Use of the Chalkboard and Visual-Aids

Using the Chalkboard

Using Visual Aids, such as PowerPoint Slides

Effective Design and Meaningful Organization of Content

Visual Design Suggestions

Content Organization Suggestions

Clark, Donald. “Making Presentations that Audiences Will Love.” PowerPoint Presentation. http://www.nwlink.com/~donclark/hrd/templates/presentations.ppt .

—.“Monthly Speaking Tips.” LJL Seminars. http://www.ljlseminars.com/monthtip.htm .

“Common Visual Aids.” Faculty Development Committee. Honolulu Community College. http://letsgetengaged.wikispaces.com/file/view/using_visual_aids.pdf

“Creating Visual Aids That Really Work: Designing Effective Slides Using PowerPoint.” Effective Communications Group (ECG), Inc. http://ecgcoaching.com/library/ps/powerpoint.php

Davis, Barbara Gross. “Delivering a Lecture.” Tools for Teaching. San Francisco: Jossey-Bass Publishers. 1993.

Edwards, Paul N. “How to Give an Academic Talk.” School of Information. University of Michigan. http://pne.people.si.umich.edu/PDF/howtotalk.pdf .

McKeachie, Wilbert, et al. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.

“Presentations.” Teaching and Learning Center. Eastern Kentucky University.

Sammons, Martha. “Students Assess Computer-Aided Classroom Presentations.” The Journal Online, May 1995. http://thejournal.com/articles/1995/05/01/students-assess-computeraided-classroom-presentations.aspx?sc_lang=en

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The 7 presentation types everyone with an education degree should know.

Whether they know it or not, the kindergarten students who captivate the class during show-and-tell are at the early stages of perfecting presentation skills they’ll use throughout their lifetimes.

A number of accredited online colleges offer education degrees that help teachers learn to evaluate and develop the skills of young learners. Whether they are equipped with a Master of Arts in Teaching (MAT) or BS in Elementary Education , today’s educators are able to gain a great deal of insight by watching students prepare and then present to a group. Two important initial skill sets include:*

The 7 Presentation Types Everyone With an Education Degree Should Know

To help in the evaluation process, seven specific types of presentation methods have been identified and each serves its own purpose when it comes to developing a student’s valuable communication skills. Teachers preparing for licensure by earning a Master of Arts in Teaching or BS in Elementary Education are encouraged to use this chart to help with student evaluations. 1

Of course, there are a number of things teachers (and parents) can do to help their budding orators—including encouraging them to practice with peers, rewarding their hard work, and offering constructive feedback. If everything goes as planned, by the time these students reach high school, they could be ready for the debate team. Shortly thereafter, those same individuals may just find that their ability to collect, comprehend, and communicate information in the form of an effective presentation helps them land the job of their dreams.

Walden University is an accredited institution offering a BS in Elementary Education and an MS in Education degree program online . Expand your career options and earn your degree using a convenient, flexible learning platform that fits your busy life.

1 Source: Silver, H. F., Strong, R. W., & Perini, M. J. (2009). The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson . Upper Saddle River, NJ: Pearson Education, Inc.

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OLCreate: General Teaching Methods: Presentation
A presentation delivers content through oral, audio and visual channels allowing teacher-learner interaction and making the learning process
(PDF) Presentation Method: Indispensable in Imparting Knowledge
Presentation method is the method that is regarded as worthwhile and efficacious at all levels of education. The instructors are making use
Teaching and Presentation Skills
A presentation is a spoken communication made in a prepared and formal way. You can give a presentation to one person or hundreds of people or thousands. The
Presentation method of teaching
4 General Methods of Teaching Prégent (1990) defines a method of teaching as particular. Teaching methods can be grouped as (A) Teacher – Centred Methods: (B.
Methods for Presenting Subject Matter
Methods for Presenting Subject Matter · Lecture · Socratic Seminar · Jigsaws and Small Groups · Role Play or Debate · Hands-on or Simulation.
Using Classroom Presentation Technique in Teaching Speaking
Using Classroom Presentation Technique in Teaching Speaking Explanation Text in. Senior High School. Cipto Hadi Wardoyo. English department, Faculty of
Methods of delivery: Presentations and Lectures
A lecture is delivered to a large number of learners by a teacher (usually in person, but can be by broadcast, video or film). A conventional lecture would
Improving Presentation Style
Effective Design and Meaningful Organization of Content · Use single words or phrases. · Organize the content visually. · Choose a font that is easy to see. · Keep
the effects of presentation method and learning skill
Sometimes a teacher gives unclear explanation when teaching. So this can make students confused. By learning and presenting the English lesson, students are
The 7 Presentation Types Everyone With an Education Degree
1: Recount, To tell what happened · 2: Instruction, To present a lesson or demonstrate a skill · 3: Narrative, To entertain, inform, or share thoughts and