- A teacher in a class
- A staff/speak in the 6th Form Centre
- An expert/Non-expert online
- Going through the presentation too quickly (You don't really understand anything).
- Wasn't explained properly or given any examples.
- Talking about other things in depth which overlaps with the main task. It does help to use examples to make the audience understand clearly about what you are presenting.
- When they there is a whole load of information in one slide (Confuses you).
- Lighting.
- Unable to see the screen clearly.
- Focus.
- When the presenter themselves don't know what they are showing us or trying to tell us.
- Monotone (Very boring).
Ways to make your presentation more amusing.
- Structure: Beginning, Middle and End (Aristotle).
- Turn your presentation into a story. It's the most successful way to present it and the audience would be more interested.
- The presenter should act like a mentor e.g. Yoda, and you should help the audience (the hero you are trying to help) to move from one thing to another.
- You should imagine the shape of your presentation (it should have a sequence).
- Start your presentation with 'What it is', and then 'What it could be' and repeat this process.
- Don't do the talking all the time. To make it more interesting add videos and demos; (Graphics/Photograph).
- You would know if your presentation is a success if the audience frequently laugh or clap; that would be a great response.
- Be enthusiastic about what you are presenting. Marvel about it. Model for your audience.
- Quote someone else's quote.
- Use keywords. Repeat it so then it would automatically be imprinted in the audiences mind. However, don't repeat it too many times it will then just get boring. So change the words every time.
- Use metaphors or visual words.
- Add fundamental things that ties everything together.
- Music of the presentation: rhythm, cadence, musical or poetic references.
- The audience are the likeable heroes. So your presentation should be seductive.
- Encounters roadblocks.
- Emerge transform.
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