Instructional-design plan              

Assess learning needs for designing an instructional program, state goals, constraints, and priorities that must be recognized.

Select topics or job tasks to be treated and indicate general purposes to be served

Examine characteristics of students or trainees which should receive attention during planning.

Identify subject content and analyze tasks relating to the topic and job.

State learning objectives to be accomplished by students or trainees in terms of subject content and job tasks.

Through pretesting, determine preparation of students or trainees for studying the topic.

Select resources (including media) to support the activities.

Specify support services required fro developing and implementing activities and acquiring or producing materials.

Prepare to evaluate student –learning and program, outcomes in terms of the accomplishment of objectives, with a view to revising and reevaluating any phrases of the instructional plan that need  improvements.

PRACTICE

Use key word notes, not script. Print key words on index cards. Never read from script; written language is different from spoken language.

Do stand-up rehearsal of your presentation. Try to practice in the room where you will presenting or one similar to it.

Videotape (or audiotape) yourself or have a colleagues sit in on your rehearsal and give you feed back.

Give a simulated presentation, idea for idea  (not word for word) using all visual aids and props.

Mentally run through the presentation to review each idea in sequence.

Practice answer to questions you anticipate from the audience.

Placement of Equipment and Materials

Check your equipment setup in advance of your presentation.

Form films, slides and video projection, place the screen front and center (Figure A)

Place overhead projector screen or flip chart at a 45-degree angle and near the corner of the room (Figure B).

Position objects being studied in the front and center. Remove them when they are no longer being studied (Figure C.)

Presenting

Nervousness and excitement are normal before and during a presentation. Some anxiety and concern are important for an enthusiastic and dynamic presentation.

Proper planning and preparation should reduce your anxiety.

Harness your nervous energy and use it positively with body movement, supporting gestures, and voice projection.

Breath slowly and deeply. Your cardiovascular sytem will slow and ease the symptoms of anxiety

B. Delivery Stance

Stand up when presenting. When you stand, you and your message command more attention than when you sit.

Stand facing the audience.

Place your feet 10 12 inches apart and distribute your weight equally on both feet.

Your knees should be unlocked, hands out of pockets with arms at your side.

Facing the audience full-front is the strongest position.

Three-quarters full-front is weaker, profile is weaker yet.

Weakest is the one-quarter view, with the back nearly turned toward the audience.

The use of chalkboards or charts will push you toward the weak position unless you consciously avoid it.

Stand to one side of lectern (if you must use one). Stepping to the side or in front of it places you on more personal terms with the audience. It allows you to be seen and to be more natural

Move while you speak. Speakers who stand in one spot and never gesture experience tension. Move gesture, but don’t’ overdo it.

C. Voice

Use natural conversational style. Relate to your audience in direct and personal manner.

Don’t read your presentation. Don’t read from your overheads or handouts. It part of your presentation is just information transfer, give the audience a copy and let them read it.

Use vocal variety. A monotone is usually caused by anxiety (rehearsal should help this). Relax with upper and lower body movements.

Use comfortable pace. When you are anxious, your rate of speaking usually increases. Relax and speak in a conversational tone.

Speak up so you can be heard in the back of the room. If you speak up, your rate will slow down-solving two problems! Ask people in back row if your volume is appropriate.

A pause (silence)after a key point is an excellent way to emphasize it. The more important the idea, the more important it is for you to pause and let the words sink in before going on the the next idea.

Before speaking, you should warm up your voice. You can do this by humming. This will begin to loosen up your voice cords before you start your presentation

While speaking, you are drying out your voice. You should take drink of water evry often when ever you feel you r throat drying out.

D. Eye Contact

Don’t speak until you have established eye contact with your audience. Eye contact will make your presentation similar to a one-on-one conversation.

An excellent way to keep your audience attention is to look eye-to-eye at each person for at least three seconds. Don’t quickly scan the audience or look at he back wall, screen, or notes for long periods of time.

Maintain eye contact with your audience. If you must write something on a flip chart, overhead, or chalkboard, stop talking while you write.

 E. Gestures

Use natural gestures. Learn to gesture in front of an audience exactly as you would if you were having an animated conversation with a friend.

Don't put you hands in your pockets. Don’t clasp your hands behind your back. Don’t wring your hands nervously. Don’t play with a pen or other object.

Visuals

Visuals help attract and hold an audience’s interest.

Visuals reinforce and clarify verbal concepts. A picture is worth a 1,000 words! (a computer experts say 200,000 words)

Most people remember visuals longer than they remember words and numbers. Make key points memorable and help the listener remember your message. Use graphs rather than numbers in comparisons.

Visual lose their effectiveness it overused. A guideline is to use about two visuals per minute.

When designing visuals;

  1. Use drawings and diagrams whenever possible

  2. Eliminate unnecessary words

  3. Limit to 36 words per visual (6 lines of 6 words each0

  4. Write large so words can be read from the back row.

  5. Use upper and lower case; not all caps.

Murphy’s Law

Disasters happen. Be prepared for them. Some can be planned for, some can’t.

Disasters become catastrophic only to the degree that you react to them. If you fall apart, it is disaster. If you take it in stride, it may be just a minor problem.

Don’t apologize for mistakes or what you didn’t or should have done. If you don’t, draw attention to them, many people won’t even notice them.