At various points in the course of our studies – and work lives – we are required to provide accounts of our learning to our teachers and our peers. Presenting our learning, knowledge and ideas – either orally or in written form – is an aspect of genuinely reflective practice; it engages us in sharing and learning with others.
As has been discussed, much of our learning is demonstrated implicitly in semi- nars, tutorials, supervisions and in direct practice with service users. Sometimes, however, we need to evidence what we have learned through formal media such as written assignments and presentations. Whichever format we are required to produce there are two key features that must be taken into account: audience and structure.
Audience
In communicating with an audience the greatest need is for clarity, of both purpose and expression. The audience needs to be convinced that the content of a presen- tation is relevant and worthwhile, and they need to be able to understand what is being said. So, the structure of a presentation has to be logical (with a beginning, middle and end), and the language used should be clear, precise and jargon-free.
Where there is a need for technical or professional language it is sensible to explain basic concepts in simple terms. In both written and oral presentations, setting out definitions is a useful thing to do as these provide a solid foundation or framework for the rest of the material. Equally, it is also important to ensure that the work we present is error free – for example, spelling and grammar should be correct; factual content should be accurate; all sources of material should be assiduously attributed.
Errors have the potential to undermine the confidence of the audience, and so are to be avoided at all costs.
When speaking to a live audience we need to be sure that we can be heard by everyone in the room−speaking clearly and with authority is critical to ‘holding’
an audience. On some occasions particular technologies may be required for those who are hearing impaired or deaf, or those with visual impairments. As well as by speaking clearly, confidence can be demonstrated by ensuring that everyone can see you (so maybe stand up rather than sit) and by adopting open and receptive body language. This means making eye contact with individuals in the room, lis- tening attentively when asked questions and responding thoughtfully rather than defensively to audience comments. In situations where the audience is encouraged to participate – which can be useful for judging how ideas are understood and re- ceived by others – it is not necessary to always have an answer or response. The audience may contribute ideas or raise questions that you had not considered and it is acceptable to acknowledge this and even thank individuals for their contribution to your own thinking.
Structure
The fundamental formula for structuring presentations was set down by the classi- cal rhetorician Quintilian (1921). The principles he set out still apply in the modern world and can be summed up as:
r a brief introduction;
r a statement that lays out the key content or focus of the presentation (Quintilian described these as ‘narrative’ or ‘propositional’ statements);
r the core of the presentation where the arguments or reasons in support of the description or analysis offered are discussed;
r a conclusion that sums up all that has already been said.
With live audiences, skilled presenters often begin with a light-hearted comment or banter in introducing themselves and the topic, with the remaining aspects of a presentation sometimes summarized as, ‘Tell them what you are going to tell them; then tell them what you are telling them; then tell them what you told them.’ This works because it has a clear explanatory basis through which complex information can be delivered. Audiences, particularly when listening to oral pre- sentations, cannot remember the information being conveyed unless it is repeated.
These structural principles also apply when writing texts.
Reflection point
Think about how you can prepare for your next oral presentation, taking into account the following.
r The length of time you have available to communicate your key infor- mation or message.
r The knowledge and experience of your audience.
r The ways in which you can enhance your personal confidence in un- dertaking the presentation (e.g. being sure of the facts; being up to date with reading and literature; rehearsing the presentation).
Conclusion
Whether in the classroom or in the practice setting, learning and teaching take place in a complex context and as learners we are exposed to a range of external and internal stimuli. In order to make sense of this raw data and learn from it we need to:
r recognize that learning and teaching is an ongoing interaction between learners, teachers and service users that requires us to open ourselves up to dialogue with others;
r acknowledge the complexity of the learning environment and aim to forge con- structive relationships with others who may think differently to ourselves;
r adopt an holistic and authentic approach to communicating with others so that we can listen to, and be open to, the exploration of new, or even ‘tried and tested’ ideas;
r take advantage of learning opportunities wherever they arise and respectfully seek them out through purposeful negotiations with teaching teams and service users;
r develop our capacity as reflective learners and practitioners, seeking to improve or change our personal performance, or that of the collective.
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