meaning of presentation in education

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What is a Presentation?

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Presentation Skills:

• A - Z List of Presentation Skills
• Top Tips for Effective Presentations
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• Preparing for a Presentation
• Organising the Material
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• Deciding the Presentation Method
• Managing your Presentation Notes
• Working with Visual Aids
• Presenting Data
• Managing the Event
• Coping with Presentation Nerves
• Dealing with Questions
• How to Build Presentations Like a Consultant
• 7 Qualities of Good Speakers That Can Help You Be More Successful
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The formal presentation of information is divided into two broad categories: Presentation Skills and Personal Presentation .

These two aspects are interwoven and can be described as the preparation, presentation and practice of verbal and non-verbal communication. 

This article describes what a presentation is and defines some of the key terms associated with presentation skills.

Many people feel terrified when asked to make their first public talk.  Some of these initial fears can be reduced by good preparation that also lays the groundwork for making an effective presentation.

A Presentation Is...

A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team.

A presentation can also be used as a broad term that encompasses other ‘speaking engagements’ such as making a speech at a wedding, or getting a point across in a video conference.

To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered. 

A presentation requires you to get a message across to the listeners and will often contain a ' persuasive ' element. It may, for example, be a talk about the positive work of your organisation, what you could offer an employer, or why you should receive additional funding for a project.

The Key Elements of a Presentation

Making a presentation is a way of communicating your thoughts and ideas to an audience and many of our articles on communication are also relevant here, see: What is Communication? for more.

Consider the following key components of a presentation:

Ask yourself the following questions to develop a full understanding of the context of the presentation.

When and where will you deliver your presentation?

There is a world of difference between a small room with natural light and an informal setting, and a huge lecture room, lit with stage lights. The two require quite different presentations, and different techniques.

Will it be in a setting you are familiar with, or somewhere new?

If somewhere new, it would be worth trying to visit it in advance, or at least arriving early, to familiarise yourself with the room.

Will the presentation be within a formal or less formal setting?

A work setting will, more or less by definition, be more formal, but there are also various degrees of formality within that.

Will the presentation be to a small group or a large crowd?

Are you already familiar with the audience?

With a new audience, you will have to build rapport quickly and effectively, to get them on your side.

What equipment and technology will be available to you, and what will you be expected to use?

In particular, you will need to ask about microphones and whether you will be expected to stand in one place, or move around.

What is the audience expecting to learn from you and your presentation?

Check how you will be ‘billed’ to give you clues as to what information needs to be included in your presentation.

All these aspects will change the presentation. For more on this, see our page on Deciding the Presentation Method .

The role of the presenter is to communicate with the audience and control the presentation.

Remember, though, that this may also include handing over the control to your audience, especially if you want some kind of interaction.

You may wish to have a look at our page on Facilitation Skills for more.

The audience receives the presenter’s message(s).

However, this reception will be filtered through and affected by such things as the listener’s own experience, knowledge and personal sense of values.

See our page: Barriers to Effective Communication to learn why communication can fail.

The message or messages are delivered by the presenter to the audience.

The message is delivered not just by the spoken word ( verbal communication ) but can be augmented by techniques such as voice projection, body language, gestures, eye contact ( non-verbal communication ), and visual aids.

The message will also be affected by the audience’s expectations. For example, if you have been billed as speaking on one particular topic, and you choose to speak on another, the audience is unlikely to take your message on board even if you present very well . They will judge your presentation a failure, because you have not met their expectations.

The audience’s reaction and therefore the success of the presentation will largely depend upon whether you, as presenter, effectively communicated your message, and whether it met their expectations.

As a presenter, you don’t control the audience’s expectations. What you can do is find out what they have been told about you by the conference organisers, and what they are expecting to hear. Only if you know that can you be confident of delivering something that will meet expectations.

See our page: Effective Speaking for more information.

How will the presentation be delivered?

Presentations are usually delivered direct to an audience.  However, there may be occasions where they are delivered from a distance over the Internet using video conferencing systems, such as Skype.

It is also important to remember that if your talk is recorded and posted on the internet, then people may be able to access it for several years. This will mean that your contemporaneous references should be kept to a minimum.

Impediments

Many factors can influence the effectiveness of how your message is communicated to the audience.

For example background noise or other distractions, an overly warm or cool room, or the time of day and state of audience alertness can all influence your audience’s level of concentration.

As presenter, you have to be prepared to cope with any such problems and try to keep your audience focussed on your message.   

Our page: Barriers to Communication explains these factors in more depth.

Continue to read through our Presentation Skills articles for an overview of how to prepare and structure a presentation, and how to manage notes and/or illustrations at any speaking event.

Continue to: Preparing for a Presentation Deciding the Presentation Method

See also: Writing Your Presentation | Working with Visual Aids Coping with Presentation Nerves | Dealing with Questions Learn Better Presentation Skills with TED Talks

• Professional development
• Planning lessons and courses

Student presentations

In this article I would like to give you a few tips and some advice on what I've learned from helping students prepare and deliver presentations.

• Why I get students to do presentations
• Syllabus fit
• Planning a presentation lesson
• Classroom Management

Why I get students to do presentations Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly.

• Presentation skills are extremely useful both in and outside the classroom. After completing a project, a presentation is a channel for students to share with others what they have learned. It is also a chance to challenge and expand on their understanding of the topic by having others ask questions. And in the world of work, a confident presenter is able to inform and persuade colleagues effectively.
• Presentations can also form a natural part of task based learning. By focussing on a particular language point or skill, the presentation is a very practical way to revise and extend book, pair and group work. The audience can also be set a task, for example, a set of questions to answer on the presentation, which is a way of getting students to listen to each other.

Syllabus fit Normally the presentation will come towards the end of a lesson or series of lessons that focus on a particular language or skill area. It is a type of freer practice. This is because the students need to feel relatively confident about what they are doing before they stand up and do it in front of other people. If I have been teaching the past simple plus time phrases to tell a story, for example, I give my students plenty of controlled and semi controlled practice activities, such as gapfills, drills and information swaps before I ask them to present on, say, an important event in their country's history, which involves much freer use of the target grammar point.

Planning a presentation lesson Normally a presentation lesson will have an outline like this:

• Revision of key language areas
• Example presentation, which could be from a textbook or given by the teacher
• Students are given a transcript or outline of the presentation
• Students identify key stages of the example presentation – greeting, introduction, main points in order of importance, conclusion
• Focus on linking and signalling words ('Next…', 'Now I'd like you to look at…', etc.). Students underline these in the transcript/place them in the correct order
• Students are put into small groups and write down aims
• Students then write down key points which they order, as in the example
• Students decide who is going to say what and how
• Students prepare visuals (keep the time for this limited as too many visuals become distracting)
• Students practise at their tables
• Students deliver the presentations in front of the class, with the audience having an observation task to complete (see 'Assessment' below)
• The teacher takes notes for feedback later

It is important that the students plan and deliver the presentations in groups at first, unless they are extremely confident and/or fluent. This is because:

• Shy students cannot present alone
• Students can support each other before, during and after the presentation
• Getting ready for the presentation is a practice task in itself
• When you have a large class, it takes a very long time for everyone to present individually!

I find it's a good idea to spend time training students in setting clear aims. It is also important that as teachers we think clearly about why we are asking students to present.

Aims Presentations normally have one or more of the following aims:

• To inform/ raise awareness of an important issue
• To persuade people to do something
• Form part of an exam, demonstrating public speaking/presentation skills in a first or second language

I set students a task where they answer these questions:

• Why are you making the presentation?
• What do you want people to learn?
• How are you going to make it interesting?

Let's say I want to tell people about volcanoes. I want people to know about why volcanoes form and why they erupt. This would be an informative/awareness-raising presentation. So by the end, everyone should know something new about volcanoes, and they should be able to tell others about them. My plan might look like this:

• Introduction - what is a volcano? (2 minutes)
• Types of volcano (5 minutes)
• Volcanoes around the world (2 minutes)
• My favourite volcano (2 minutes)
• Conclusion (2-3 minutes)
• Questions (2 minutes)

Classroom Management I find that presentation lessons pass very quickly, due the large amount of preparation involved. With a class of 20 students, it will probably take at least 3 hours. With feedback and follow-up tasks, it can last even longer. I try to put students into groups of 3 or 4 with classes of up to 20 students, and larger groups of 5 or 6 with classes up to 40. If you have a class larger than 40, it would be a good idea to do the presentation in a hall or even outside.

Classroom management can become difficult during a presentations lesson, especially during the final presenting stage, as the presenters are partly responsible for managing the class! There are a few points I find effective here:

• Training students to stand near people who are chatting and talk 'through' the chatter, by demonstration
• Training students to stop talking if chatter continues, again by demonstration
• Asking for the audience's attention ('Can I have your attention please?')
• Setting the audience an observation task, which is also assessed by the teacher
• Limiting the amount of time spent preparing visuals
• Arranging furniture so everyone is facing the front

Most of these points are self-explanatory, but I will cover the observation task in more detail in the next section, which deals with assessment. 

Assessment The teacher needs to carefully consider the assessment criteria, so that s/he can give meaningful feedback. I usually run through a checklist that covers:

• Level - I can't expect Elementary students to use a wide range of tenses or vocabulary, for example, but I'd expect Advanced students to have clear pronunciation and to use a wide range of vocabulary and grammar
• Age - Younger learners do not (normally) have the maturity or general knowledge of adults, and the teacher's expectations need to reflect this
• Needs - What kind of students are they? Business English students need to have much more sophisticated communication skills than others. Students who are preparing for an exam need to practise the skills that will be assessed in the exam.

I write a list of language related points I'm looking for. This covers:

• Range / accuracy of vocabulary
• Range / accuracy of grammar
• Presentation / discourse management- is it well structured? What linking words are used and how?
• Use of visuals- Do they help or hinder the presentation?
• Paralinguistic features

'Paralinguistics' refers to non-verbal communication. This is important in a presentation because eye contact, directing your voice to all parts of the room, using pitch and tone to keep attention and so on are all part of engaging an audience.

I find it's a good idea to let students in on the assessment process by setting them a peer observation task. The simplest way to do this is to write a checklist that relates to the aims of the lesson. A task for presentations on major historical events might have a checklist like this:

• Does the presenter greet the audience? YES/NO
• Does the presenter use the past tense? YES/NO

And so on. This normally helps me to keep all members of the audience awake. To be really sure, though, I include a question that involves personal response to the presentation such as 'What did you like about this presentation and why?'. If working with young learners, it's a good idea to tell them you will look at their answers to the observation task. Otherwise they might simply tick random answers!

Conclusion Presentations are a great way to practise a wide range of skills and to build the general confidence of your students. Due to problems with timing, I would recommend one lesson per term, building confidence bit by bit throughout the year. In a school curriculum this leaves time to get through the core syllabus and prepare for exams.

Presentations - Adult students

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8 Tips to Power-Up Your Classroom Presentations

Last month, I attended a Back to School Night for parents, sitting through presentation after presentation by teachers, some with slides that helped make their presentation a delight to listen to, and others . . . well, that's why I'm writing this blog post.

The goal of a classroom presentation is to aid you in effectively conveying information in a way that allows students (or their parents) to remember what you said. Unfortunately, for some, the presentation becomes a crutch, and they begin to rely on the slides to tell their story, rather than to help them tell the story.

I've been creating presentations using software like PowerPoint and KeyNote for 20 years, and I've learned a lot about how to most effectively communicate. Here's what I've found.

1. Use as Many Slides as You Need

It's a common myth that better presentations use fewer slides. This is simply not the case. I once sent an education conference presentation to the organizers so they could preview it in advance of my speaking. They wrote back, concerned that my 45-minute presentation had 116 slides. I looked it over and realized they were right! I revised it and sent a presentation with 135 slides back to them. I finished my talk with 5 minutes to spare -- just enough time to take questions -- and the presentation was a huge success.

The number of slides in your presentation is irrelevant. What matters is how well your slides communicate and how much time you spend talking about each slide. Spending five minutes on five slides will almost always be more engaging to your students than spending five minutes on a single slide, even when the information is exactly the same.

In the movie Amadeus , the Emperor of Austria complains to Mozart that his music has "too many notes." Mozart responds, "There are just as many notes as are required. Neither more nor less." Use as many slides as you need to make your point. No more. No less.

2. Minimize Verbosity

Your slides are there to support what you are saying, not to say it for you. Keep your word count low, and only place one main point on a slide, plus three to five sub-points if absolutely needed. Remember tip #1 above -- don't be afraid to use more slides. They're free! Also, the language in your slides doesn't need to be in complete sentences. Pare the text to as few words as possible, using what's there only to emphasize and reinforce -- not replace -- the words coming out of your mouth.

3. Maximize Visuals

Photos, figures and icons work as visual memory triggers. They help your students remember what it is you're saying. Any time you can add a visual that helps illustrate or reinforce the points you're making in your slides, you should use it. One great way to do this on the cheap is to use public domain or creative commons photos you can find on Flickr or Google .

4. Reduce Noise

Many teachers like to add banners, headers, footers, page numbers and more noise to their slides. Unless the information needs to be on every slide for a vital reason (which is rare), you should remove it. All these redundant elements do is create distractions from the content of your slides. I find this to be especially true of page numbers. Imagine if a movie included a time code at the bottom, constantly reminding you how long you had been watching. All this does is serve to take the viewer out of the moment. Page numbers in slides really don't provide any useful information -- they just remind your students how long they've been watching.

Pursuant to tips #1 and #2, you're not going to win awards by cramming the most content on the fewest slides. Make text and visuals as large as you can. Not only does this make them easier to see and read, but larger images and text make a greater impact to aid memory. There's nothing wrong with filling an entire slide with a photo, and then placing text right on top. You may have to use a transparent background immediately behind the text so that it's clearly readable, but the overall effect is almost always more memorable than just some text beside an image.

6. Highlight What You Are Talking About

While you are presenting, your students may be momentarily distracted taking notes, thinking about what you are saying, glancing out the window, possibly even daydreaming. When they refocus on your slides, though, they need to quickly pick back up where you are, or you risk losing them again.

• Use contrast or call-outs to clearly show the area of the slide you are talking about.
• Reveal bullet points or table rows one at a time so that the last one visible is the one you are talking about.
• Use arrows, circles or other pointers to show what you are referencing in specific parts of an illustration, photo or graph.
• Animate and reveal parts of illustrations and graphs (where possible) to build your story rather than showing everything at once.
• Use bold type or different colors to highlight the keywords in any lengthy text.

7. Transition Changes

Humans suffer from an affliction called change blindness -- we have a hard time seeing changes unless there is a clear transition between the states. This is especially a problem in presentations where slides may look very much alike. Most programs include transitions that can be used between slides or on elements in the slides themselves.

My favorite transition is the cross-dissolve -- where the first slide fades down while the next slide fades up -- but different transitions can help illustrate points in your presentation. Are you talking about combustion or the fire of London? Use a flame transition. Talking about photography or Hollywood movies? Use the flashbulb transition. Even "cheesy" transitions help overcome change blindness and aid student memory at the same time.

8. Repeat Yourself Redundantly

It’s OK to repeat the same slide more than once -- especially when using images -- if you are reminding students of an earlier point. Obviously, this is not a license to be monotonous. However, if you want to tie separate ideas together, emphasize a point or splash in a little comic relief, it's perfectly fine to repeat a slide.

Bonus Tip: Make it Funny!

There's little doubt that emotional responses can aid memory. While it can be difficult to apply this power in a classroom slide presentation, humor is easy enough, and adding a bit of levity to your presentations at the right points can work to give students vital memory hooks.

Remember, the point of presentation slides is not to replace you as the teacher, but to help your students understand and remember what you are teaching. Overwhelming them with too much information can be just as harmful as underwhelming them with too little.

The Ultimate Guide to Effective Teacher Presentations: Strategies & Tips

Dianne Adlawan

Teachers, by nature, are considered professional presenters. Their main responsibility is to talk in front of their students to relay educational knowledge, sharpen their minds and skills, and even serve as a second guide alongside their parents. They also speak in front of parents, co-teachers, and school administrators. This just means that preparing for a presentation is already not new to them.

Still, teachers can become so comfortable with their presentation routine that their techniques turn into autopilot. The result of a repetitive task can become tiring and not challenging anymore which may result in students losing interest or attention span in the process.

The tips featured in this article are dedicated to these hard-working professionals. This will help them prepare and perform a better presentation in front of any type of audience.

Why You Should Prepare for a Presentation

• Preparation helps you build to structure your thoughts to create a well-organized presentation. By taking the time to prepare, you can decide what information is most important, plan the flow of the presentation, and make sure that everything is connected and easy to follow.
• Second, it allows you to think ahead of the questions that your audience might ask. Especially if you’re giving a presentation to a group of various audiences, who are curious about the topic at hand. By preparing in advance, you’ll be able to answer any questions they may have, which will not only increase their understanding but also boost your credibility as a teacher.
• Lastly, preparation helps you make the most of your time. Advanced preparation ahead of the presentation can ensure that you’re not wasting time trying to organize your thoughts at the last minute.

Effects of an Organized and Well-Planned Presentation

An audience engages with a speaker who knows their words and poses a confident attitude. While the projector may display clear and concise slides, the presenter is the main ingredient to every presentation.

For teachers, a well-planned lesson presentation helps the teacher maintain the attention and interest of their students, which is crucial for effective learning. Additionally, being organized and prepared will help teachers convey their ideas more effectively and it will help the teacher to feel more confident, which also impacts their teaching and in turn can help to build trust and rapport with their students.

Possible Outcomes of An Unprepared Presentation

Let’s suppose you haven’t allocated enough time to plan and prepare for an important presentation. What could be the potential outcomes?

• Increased Stress and Anxiety: Lack of preparation can lead to increased anxiety and stress, which can not only hinder your ability to deliver a convincing presentation but also hurt your mental health and work balance. It can cause a “mental block,” causing you to lose focus and concentration during your delivery.
• Poor Presentation Delivery: Without proper preparation, your presentation can appear scattered and disjointed. This can lead to an incoherent message that fails to convince your audience.
• Diminished credibility: Delivering an unprepared presentation can harm your reputation as a professional. It can portray you as disorganized and unreliable which could lead your colleagues or students to question your competence and reliability.

Effective Visual and Content Organization Tips

Consider this as the first stage towards an effective teacher presentation. Before moving on to improving your verbal communication cues, let’s enhance first your presentation visuals and content.

Visual Tips

1. add powerpoint animations and different media.

Establishing an attractive slideshow is one of the keys to a successful presentation. This will put a good impression on your audience that you’re prepared just by seeing how well-designed your presentation is. Of course, images add to slideshow attraction, but consider adding another forms of media such as GIFs and videos, as well as animations! Microsoft PowerPoint has a lot of fun & captivating features that you may not be aware of. Check out this example of an easy yet appealing Slide Zoom trick in PowerPoint that you can add to your presentation to wow your audience.

@classpoint.io Did someone say FREE??? Yes, we did. Here are free websites to help you upgrade your next PowerPoint presentation! 😎 #powerpoint #presentation #design #studytok #edutok #tutorial #tipsandtricks #ai ♬ original sound – r & m <33

Read Next: Make Your Presentations POP With This PowerPoint Animation Template

2. Use Readable Font Styles

Make sure to use the best font style that makes your presentation look sleek, readable, and won’t strain your audience’s eyes while reading. We all want to use a fancy font, trust me, I get it. But most of the time, simplicity is beauty, especially if you’re presenting a professional-looking slideshow. Font styles such as Poppins, Tahoma, Verdana, Montserrat, and Helvetica are great examples of font styles that screams simple yet professional to look at.

On the other hand, font styles such as Bradley Hand, Comic Sans, and Chiller are not ideal choices as they are not meant to captivate your audience’s eyes. And another tip is to stick to two or three fonts only!

3. Use Relevant Graphics

Selecting graphics for designing your presentation depends on your audience and the goals you aim to achieve with the presentation. For example, if you are presenting in front of students and your goal is to keep them engaged, motivated, and actively participating, then you might consider incorporating charts, tables, and relevant shapes into your design.

It’s important to remember that your presentation design should align with the theme of your topic.

Free Websites to Upgrade your Presentation Graphics:

• Craiyon. com
• The Noun Project

4. Use Audience Engagement tools to Activate Learning

Want the quickest solution to an engaged audience? Well, it’s audience interactive activities! Adding interactive activities to your presentation can help keep your audience engaged and interested. One of the easiest ways to do this is to use ClassPoint, an audience engagement tool added right into PowerPoint presentations.

With ClassPoint, you no longer need to worry about strategies to keep your students engaged, as this tool transforms PowerPoint into a teacher presentation tool with a teacher toolbelt and student quizzes , polls, and games that make presentations more fun & engaging.

By combining ClassPoint with your presentation techniques, you can focus solely on setting up your lesson content in PowerPoint and allow ClassPoint to handle the rest for achieving a learning-activated presentation lesson .

🔍 Learn more about ClassPoint, the teacher add-in for better lessons & student engagement 👍

5. Use a Laser Pointer

Help focus your audience attention by using a laser pointer!

With the help of a laser pointer device, teachers are able to attract the attention of their audiences and concentrate on essential points in their presentations. Highlighting these main ideas and terms assists the speaker in organizing their speech, preventing distraction, and increasing retention of the information presented.

You can use a physical laser pointer & clicker, or with the addition of ClassPoint into PowerPoint, presenters can easily turn their cursor into a laser or a spotlight . This can make it even easier for students to follow along and is a convenient tool for creating a more captivating teacher presentation.

Secret tip: if you write on your slide with the laser, it will leave disappearing ink! 🪄

Content Tips

1. research and fact-check your presentation.

As educators, it is crucial to equip ourselves with reliable and accurate information before presenting to our students. We have a responsibility to not only educate them but to also mold them into critical thinkers who are equipped with factual knowledge. Without thorough fact-checking, we risk disseminating misinformation and hindering their intellectual growth.

To avoid such situations, we must prioritize research and fact-checking before presenting any information. Conducting research helps us not only in finding accurate information but also in ensuring that the sources we use are reliable and credible. Moreover, taking the time to fact-check demonstrates our commitment to providing students with high-quality education and the desire to create a safe and accurate learning environment.

2. Be Prepared to Anticipate Questions during the Presentation

It is important to be well-prepared for a presentation especially anticipating and addressing questions. This applies particularly to a teacher presentation, as educators face varied expectations and questions. Adequate preparation allows you to organize ideas and justifications, and it can deepen understanding, boost confidence, and improve adaptability. Addressing questions, makes your audiences feel heard and appreciated. This will result in comprehensive presentations, enhanced confidence, improved information flow, and an atmosphere of respect and understanding.

A great & visual way you can elaborate, or explain your material in new ways, is by using ClassPoint’s whiteboard tools added to PowerPoint. ClassPoint’s added toolbar presents teachers with unlimited whiteboard slides they can open whenever they need, and user-friendly yet comprehensive pen tools with available shapes, and text boxes. Plus you can also use ClassPoint’s quick poll or other question types to assess students’ understanding with hard data & insights.

Addressing questions well makes your audience or students feel heard & appreciated leading to improved learning, enhanced confidence, and a respectful, safe learning environment.

3. Provide an Outline Structure of your Content

When you are preparing your presentation, it is best to first create an effective outline structure that will guide your presentation flow and help you focus on the main learning objective. But what you may not be doing, is offering that outline structure to your students, but you should!

Providing students with a clear understanding of what this lesson is about, the structure of the lesson, and what they will be able to take away from it is important. By doing so, you can help students stay focused and follow along with the material. Additionally, you are setting expectations and ensuring that everyone is on the same page, which can help promote student autonomy. So, include an outline at the start of your presentation lesson.

Step-by-Step Strategies for a Successful Presentation

Before presentation, know your audience, your students, or observers.

Once you have completed your deck, you may want to add a guide script and any additional notes with important points you don’t want to forget or you want to highlight in your presentation to impress your students .

Practice your presentation delivery/lesson

Practice delivering your presentation give you a chance to fine-tune your content and get your facts down. This will help you become more comfortable with the material and identify areas that need improvement. You can practice in front of a mirror, record yourself and watch it back, or even rehearse with a colleague or friend. When practicing, pay attention to your posture, tone of voice, and pacing. By doing so, you’ll be able to deliver a confident and engaging presentation that will captivate your audience.

Use a friendly tone of voice and pace

Adjust your tone to match your message, and avoid speaking too quickly so that your audience will get the chance to absorb the information you’re sharing. By being mindful of these aspects, you will capture your audience’s attention and leave them feeling informed and inspired.

Use engaging body language

Body language is essential for engaging your audience during a presentation. Stand up straight, make eye contact, and use hand gestures to emphasize important points. You can also move around the classroom to keep your students’ attention. By using engaging body language, you’ll be able to convey your message more effectively and keep your students interested throughout the presentation. You’ve got this!

During Presentation

Create an icebreaker.

Having an icebreaker is a warm-up for your students’ brains, allowing you to focus and engage with the material being presented. It also helps break down any barriers or tension between the presenter and the audience, making for a more relaxed and welcoming atmosphere. Additionally, an icebreaker provides an opportunity for the presenter to showcase their creativity and personality, adding an extra level of excitement and engagement to the presentation.

Good thing that ClassPoint has numerous features to help you perform an entertaining and unforgettable icebreaker. Here are some examples that you can use during an icebreaker.

• Quick Poll : Quick Poll allows you to create interactive polls right inside your presentation. When used as an icebreaker, it can engage the audience, initiate discussions, and provide valuable insights that help tailor the content to participants’ preferences.
• Word Cloud: Presenters can ask thought-provoking questions related to the topic or general interest. Using Word Cloud, the audiences can answer through their mobile which can be instantly seen as collective responses, with the most frequently mentioned words appearing larger.
• Short Answer : In short answer, you can challenge your audiences’ thought process in a short-form writing activity with no options to get from to test their ability to understand.
• Image Upload : Using single image, audiences can interpret what they feel like, or their mood using only the photos in their gallery or surroundings. A creative yet fun way for an icebreaker!

Speak clearly

Effective communication is crucial when presenting important information to students. Speaking clearly helps ensure that students understand the concepts being taught and follow instructions effectively. As a teacher, it’s important to focus on clear speech to promote effective communication and help your students comprehend the material being presented.

Pay attention to your audience’s attention

Since distractions are aplenty, attention spans are dwindling, it’s important for presenters to captivate their audience’s attention right from the beginning. For teachers, when speaking in front of your class, you should not only focus on the content of your presentation but also on your students’ attention.

To ensure that your students won’t start drifting away or zoning out, start with a compelling opening that immediately grabs their attention. Use vivid storytelling, examples, or demonstrations to engage your students and drive home your message. Don’t forget the power of humor, and never be afraid to be yourself – authentic, passionate, and confident.

Add Personality: share short relatable stories

“A great personality makes everyone feel energized; just like a flower’s fragrance that freshens ups the complete surrounding.” 29 Personality Quotes to Achieve Greatness

As to what is stated in the quote, having a positive and vibrant personality affects the overall mood of your surrounding, it can capture the audience’s attention and maintain their interest throughout the presentation. While the ultimate goal is to deliver a presentation rich with new learnings and knowledge, adding humor can do no harm to lift up the mood in the room. You might want to start by segueing a short story that your students can relate to and make interactions by encouraging them to share a story too or ask questions.

Post-Presentation Reflection

Take the comments by heart.

Receiving feedback from your students is a great way for evaluating the efficacy of a teacher presentation. This can help you identify areas where you can improve and tailor your teaching tactics to better suit the needs of your students. Listening to your students’ feedback can also promote a feeling of cooperation and enable them to become more actively involved in the learning experience. So, don’t be afraid to ask for feedback and take it to heart in order to continually improve your presentations.

Experienced educators understand that they are perpetually crafting their skills, and feedback from their audience brings an opportunity for professional advancement. In addition, accepting audience feedback illustrates esteem and worth for the students’ views. It promotes a feeling of cooperation and enables students to become more actively involved in the learning experience.

Preparing for a presentation is essential for teachers to deliver engaging and impactful content to their students. By structuring thoughts, anticipating questions, and preparing ahead, teachers can achieve a well-organized presentation that will enhance the students’ understanding and leave them feeling confident.

By following our strategies and tips teachers can achieve successful lessons using PowerPoint presentations. And, with the help of an advanced educational technology tool like ClassPoint, teachers can create dynamic and memorable presentations that their students will enjoy and actively participate in.

Try out ClassPoint today and experience a whole teacher presentation in PowerPoint! ✨

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Methods for Presenting Subject Matter

• Tips & Strategies
• An Introduction to Teaching
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.A., English, Western Connecticut State University
• B.S., Education, Southern Connecticut State University

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:

• What did the author say?
• What did the author mean?
• What words are the most important?

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.

• Whole Group Discussion Pros and Cons
• 6 Tips to Liven Up Your Lectures
• 10 Ways to Keep Your Class Interesting
• Advantages and Disadvantages of Lecturing
• How Scaffolding Instruction Can Improve Comprehension
• Using Effective Instructional Strategies
• 6 Teaching Strategies to Differentiate Instruction
• How to Design Lessons When the Student Can't Read
• How to Facilitate Learning and Critical Thinking
• Teaching Strategies to Promote Student Equity and Engagement
• 5 Keys to Being a Successful Teacher
• Topics for a Lesson Plan Template
• How to Make Lesson Plans for Adult Students
• 5 Free Assessment Apps for Teachers
• Gradual Release of Responsibility Creates Independent Learners
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Activating learning through visual presentations

• Donna Shipway   20 Nov 2020 Unknown User (ljacka) authorised

Presentations incorporating visual elements are an important tool for engaging students and activating learning. Visual messages are potentially more powerful than verbal or text-based communications.

You may choose to display visual presentations on-screen within lectures or have them transmitted to off-campus students via Blackboard Collaborate and/or video-link. This often requires the production of PowerPoint-like presentations. In the design of each slide think about your students’ learning and ask whether the slide aims to transmit information, explain a concept, stimulate thinking, motivate interest, build authenticity, or stimulate an action.

Using dot points

Research is clear that dot points alone do not help an audience to recall a presentation. The addition of visuals, in a variety of forms, can evoke ideas and concepts that can add meaning to the presentation’s narrative. If dot points are necessary to frame a presentation, keep them to a minimum and use them for key points only.

Using visuals

Visual images can include pictures, sketches, charts, graphs, maps, timelines, and flowcharts. They can be an effective way to stimulate recall of the presentation. Images can clarify and potentially help an audience to understand the issues, concepts or problems presented. Images can provide illustrations or metaphors for concepts, they can highlight practical problems and processes, and summarise detailed information. Keep images simple, uncluttered, and memorable. Visit the  Digital Roam Inc  website  for ideas on using images.

Images can be self-created or sourced from photo repositories such as Google Images and Flickr . Always check copyright (see SCU Library ).

Using animations

Animations can significantly enhance the effective delivery of a content-heavy subject, such as anatomy or chemistry. Instead of giving a slide that is overly dense or crowded with information, consider presenting a slide that slowly becomes overlaid with different sections. For example, think about how you might visually demonstrate the layers of the skin or the function of a cell. Animations can ‘unlock’ the complexity of a mathematical calculation by displaying the steps in a calculation. Most presentation software has an animation function.

By using the visual animations in a measured fashion and referring back to a base slide that has all the information, student engagement is maximised. Be careful to not go too fast or make the slide too complex; rather, use the animations to depict the developing stages of the topic.

Using video and audio clips

Visual media can bring real-life experiences and applications into a presentation, keeping students engaged with the topic and providing breaks in delivery. Video clips can be self-created or accessed from repositories such as YouTube. Always check copyright (see SCU Library ). In general, it is better to provide a link, rather than embed video and audio clips which results in larger files and potential problems for students with downloading.

Useful information on how to insert a YouTube video into a presentation is available from:  http://www.youtube.com/watch?v=HmjmUx2YDyc .

Using electronic handwriting

Handwritten annotations or electronic handwriting using tablet computing can personalise an explanation and bring steps to life for students. When captured via lecture capture or Blackboard Collaborate recordings or video link, electronic handwriting has been shown to be particularly useful for teaching quantitative concepts (Galligan, McDonald, Loch & Taylor, 2010). To ensure success, handwriting must be clear and time allowed for setup and practice before implementation.

Avoid reading from your slides

Avoid reading your slides out. Sometimes you may want to emphasise a point but reading slides creates cognitive load, where a student is bombarded by information from two or more sources (eyes and ears) and ends up taking in very little from either.

Galligan, L., McDonald, C., Loch, B. & Taylor, J. (2010). The use of tablets and related technologies in mathematics teaching. Australian Senior Mathematics Journal, 24 (1), 25–38. Sourced from: https://files.eric.ed.gov/fulltext/EJ891808.pdf

LearnTel Pty Ltd (2006). Effective Videoconference Teaching: Trainer’s Manual . Sydney, NSW: LearnTel Pty Ltd.

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presentation

Definition of presentation

• fairing [ British ]
• freebee
• largess

Examples of presentation in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'presentation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

15th century, in the meaning defined at sense 1a

Phrases Containing presentation

• breech presentation

Dictionary Entries Near presentation

present arms

presentation copy

Cite this Entry

“Presentation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/presentation. Accessed 29 May. 2024.

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Kids definition of presentation, medical definition, medical definition of presentation, more from merriam-webster on presentation.

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12 Reasons Why Presentation Skills Are Important for Students 

Hrideep barot.

• Education , Presentation

Learning presentation skills as a student is like striking gold in the treasure hunt of life! It’s like having a superpower at your fingertips because, let’s be honest, your learning capacity right now is off the charts! But wait, there’s more! Presentation skills aren’t just about talking in front of the class (although that’s super cool too). They’re like the secret ingredient that helps you master the art of communication.

Think about it – you’re not just learning how to present your science project; you’re learning how to navigate the whole wide world. 

So, why’s this the primo time to become a presentation ninja?

• Super Learning Mode: Your brain is in turbo mode right now, absorbing info like a champ. What you learn about presentations during this time becomes your lifelong sidekick.
• Ace Communicator: Being a student means you’re in a constant chat with teachers, friends, and books. Presentation skills give you the superpower to communicate like a pro.
• World Domination: Okay, maybe not the world, but you’re certainly setting yourself up to shine in any situation life throws at you.

Remember, these skills aren’t just for school. They’re for life! So, grab that mic (or marker or mouse) and get ready to rock those presentations. You’re gearing up to be the superhero of communication! 🎤

WHAT ARE PRESENTATION SKILLS:

Have you ever thought about what makes some presentations stick in your memory while others vanish into oblivion? Well, here’s the scoop: presentation skills are the secret sauce, and they’re not just a bag of clever tricks. Nope, they’re the mighty keys to cracking the code of effective communication, letting you hook, enlighten, and amuse your audience.

At their very core, these skills are all about forging a connection with your crowd, whether it’s your school buddies, coworkers, or even a gang of pals at a shindig. They’re like the crafters of a message that’s crystal clear, totally convincing, and as smooth as a jam session with your favorite jazz band.

But wait, there’s more! Presentation skills are your golden ticket to success in all sorts of life’s adventures, from nailing that class project to wowing your boss in a big meeting. They’re the secret tools that turn everyday tasks into unforgettable experiences, etching your message deep into the minds of your audience.

So, as you embark on the journey to master these presentation skills, remember it’s not just about what you say; it’s how you say it. Whether you’re facing a jam-packed auditorium or a cozy gathering of pals, may the enchantment of presentation skills guide you, transforming every moment into a mesmerizing performance.

The 12 Reasons Why Presentation Skills are Important:

Presentation skills are not just crucial for students but also for individuals of all ages and professions. Here’s why they matter and how they impact everyone:

1. Effective Communication :

• Effective communication is the backbone of all human interactions. Presentation skills equip individuals with the ability to convey information clearly, concisely, and persuasively. Whether it’s explaining a project at work or delivering a compelling speech, the capacity to communicate effectively is indispensable.
• Example : In a business meeting, a project manager adept in presentation skills can elucidate a complex project plan. They articulate the project’s goals, milestones, and potential challenges, ensuring that everyone understands the roadmap to success.

2. Career Advancement :

• The workplace is highly competitive, and presentation skills can be the differentiating factor that propels individuals forward in their careers. Being able to present ideas, strategies, and accomplishments with confidence and clarity garners recognition and opens up opportunities for advancement.
• Example : A marketing professional who excels in presenting marketing campaigns not only impresses the team but also demonstrates leadership qualities. This can lead to promotions and increased responsibilities.

3. Building Credibility :

• Credibility is vital in professional and personal relationships. When you can present your ideas convincingly, you gain the trust of your peers, colleagues, and superiors. Your credibility extends to the content you’re presenting, making it more likely to be accepted and acted upon.
• Example : An environmental scientist delivering a presentation on climate change with well-researched data and compelling visuals gains credibility among policymakers and the public, potentially influencing policy decisions.

4. Persuasion and Influence :

• Presentation skills encompass the art of persuasion. Individuals who can engage their audience, create a compelling narrative, and support their arguments effectively are more likely to influence others. This skill is invaluable in negotiations, sales, and leadership roles.
• Example : A charismatic motivational speaker can use their presentation skills to inspire audiences, motivating them to take action or adopt new perspectives.

5. Problem Solving :

• Strong presenters are often adept problem solvers. They can analyze complex issues, break them down into understandable components, and present solutions clearly and persuasively. This ability is crucial for addressing challenges in personal and professional life.
• Example : During a corporate crisis, a CEO who can present a well-structured crisis management plan to stakeholders demonstrates effective problem-solving skills and reassures concerned parties.

6. Personal Branding :

• Effective presentation skills contribute to personal branding. Consistently delivering engaging and informative presentations enhances one’s reputation as a knowledgeable, confident, and trustworthy professional.
• Example : A tech entrepreneur known for captivating product launch presentations builds a strong personal brand, attracting media attention, investors, and customers.

7. Adaptability :

• Presentation skills encompass the ability to adapt to various formats, audiences, and settings. This adaptability is invaluable in today’s diverse and ever-changing work environments, where individuals must navigate different communication channels and styles.
• Example : A teacher who can seamlessly transition from in-person classroom presentations to delivering engaging online lessons demonstrates adaptability in response to changing circumstances.

8. Lifelong Learning :

• Embracing presentation skills encourages individuals to engage in lifelong learning and self-improvement. As presentation techniques evolve and audiences change, individuals who continually refine their communication abilities remain relevant and effective.
• Example : A retired professional who continues to develop presentation skills for community workshops and public speaking engagements not only shares their expertise but also stays engaged in lifelong learning, adapting to new challenges and opportunities.

Presentation skills are universally essential as they enhance communication, facilitate career advancement, build credibility, enable persuasive influence, promote problem-solving, strengthen personal branding, foster adaptability, and encourage lifelong learning. These skills empower individuals to succeed in various personal and professional endeavors, making them essential for everyone.

Let’s look at a comprehensive overview of these trending presentation skills:

Allow me to introduce you to the 12 skills that encapsulate the very essence of the world’s most exceptional presenters.

1. Effective Communication:

Presentation skills are the ability to communicate ideas, information, or messages to an audience clearly and persuasively. It’s about conveying your thoughts with impact and resonance.

2. Audience Engagement:

These skills encompass techniques to engage and capture the attention of your audience. It’s not just about talking; it’s about connecting with your listeners on an intellectual and emotional level.

3. Organization and Structure: 

Presentation skills involve structuring your content logically and coherently. It’s about creating a roadmap that guides your audience through your message, ensuring they follow and understand your points.

4. Visual Aids Usage:

Effective use of visual aids, such as slides, graphics, and multimedia elements, is a crucial component. It’s about enhancing your message with visuals that reinforce your content without overwhelming your audience.

5. Confidence and Presence: 

Presentation skills entail projecting confidence and a strong presence while speaking. This includes body language, tone of voice, and maintaining eye contact.

6. Adaptability: 

These skills are versatile. You must adapt your presentation style to suit different contexts, audiences, and purposes. Whether you’re giving an academic lecture, a business pitch, or a motivational talk, adaptability is key.

7. Preparation and Research: 

A significant part of presentation skills is the preparation phase. It involves conducting thorough research on your topic, understanding your audience, and meticulously planning your content.

8. Problem Solving: 

Effective presenters are skilled at handling unexpected situations, such as tough questions or technical difficulties during a presentation. Presentation skills also encompass the ability to think on your feet and respond confidently.

9. Storytelling: 

Storytelling is a potent tool for presentation skills. It involves weaving narratives that resonate with your audience, making your message memorable and relatable.

10. Time Management: 

Presentations often have time constraints. These skills include managing your time wisely, and ensuring you cover all key points within the allocated time frame.

11. Feedback Utilisation: 

Presentation skills are a continuous learning process. It involves actively seeking and utilizing feedback to improve your future presentations. Constructive criticism is invaluable for growth.

12. Audience-Centred Approach: 

A critical aspect of presentation skills is adopting an audience-centred approach. It’s about tailoring your content and delivery to meet the needs and interests of your specific audience.

What is the purpose of a presentation?

A) information sharing:.

At its core, the purpose of a presentation is to share information. Whether you’re in a classroom, boardroom, or on a stage, you’re conveying knowledge, insights, or ideas to an audience. This information can range from academic research findings, business proposals, and project updates, to even personal stories or creative concepts.

B) Education and Understanding:

Presentations are powerful tools for education and comprehension. They provide a structured format to break down complex topics into manageable, digestible pieces. By presenting information in a clear, organized manner, you help your audience grasp concepts more easily.

C) Persuasion and Influence:

In many situations, presentations aim to persuade and influence. Whether you’re convincing potential investors to fund your startup, persuading your classmates to support your project, or advocating for a cause, effective presentations can be a catalyst for change.

D) Engagement and Connection:

A well-crafted presentation can engage your audience emotionally and intellectually. It’s an opportunity to connect on a human level, share personal experiences, and evoke empathy or enthusiasm. Storytelling is a powerful technique to create this connection.

E) Problem Solving:

Presentations often tackle real-world issues and problem-solving. Whether it’s proposing solutions to business challenges, addressing societal problems, or discussing scientific breakthroughs, they serve as a platform to present ideas that can bring about positive change.

F) Decision-Making: 

In professional settings, presentations play a pivotal role in decision-making processes. They provide decision-makers with the necessary information and insights to make informed choices. Presenters aim to influence these decisions in their favor through compelling arguments and evidence.

G) Inspiration and Motivation: 

Some presentations are designed to inspire and motivate. They encourage the audience to take action, pursue their goals, or embrace change. This purpose often applies to keynote speeches, commencement addresses, and motivational talks.

H) Celebration and Recognition: 

Presentations aren’t always about serious business; they can also serve as a platform for celebration and recognition. Think of award ceremonies, where individuals or teams are honored for their achievements.

I) Entertainment and Artistic Expression: 

Presentations can be a form of entertainment and artistic expression. Think of performances, artistic displays, or creative storytelling. Here, the purpose is to captivate, entertain, and stir emotions.

J) Knowledge Transfer: 

Lastly, presentations facilitate the transfer of knowledge from one person to another or from one generation to the next. This is particularly important in educational settings, where teachers present information to students in a structured manner.

In essence, presentations are versatile tools with multifaceted purposes. They are not just about delivering information but about connecting, persuading, educating, and inspiring. Understanding the specific purpose of your presentation is the first step toward creating a compelling communication experience for your audience.

Why is it important to have good presentation skills for students?

Imagine this scenario: You’re sitting in a classroom, and your professor asks you to present your research findings. Your heart races, your palms sweat, and the butterflies in your stomach have a party of their own. Sound familiar? Well, that’s where good presentation skills come into play for students, and they’re more than just a ticket to survive the classroom spotlight. They’re a gateway to personal and professional success.

First and foremost, presentation skills are the ultimate communication tool.

They help students articulate their thoughts, ideas, and findings with clarity and confidence. In an academic setting, this means you can engage your peers and professors effectively, making your voice heard and your ideas stand out.

But it doesn’t stop at the classroom door. These skills are your secret (because not everyone knows this) key in the professional world. Picture yourself in a job interview. Your potential employer asks you to discuss your qualifications and why you’re the right fit for the role. With polished presentation skills, you’re not just answering questions; you’re painting a vivid picture of your capabilities and potential.

Furthermore, good presentation skills are a confidence booster.

They transform nervous jitters into a sense of empowerment. When you can stand before an audience and convey your message convincingly, it’s a feeling like no other. This newfound confidence seeps into other aspects of your academic and professional life, making you a more resilient and adaptable individual.

In essence, good presentation skills are the key to unlocking doors of opportunity. Whether you’re excelling in class discussions, wowing your professors with a well-structured thesis defense, or nailing that crucial client pitch, these skills are your trusty companions on the journey of personal and professional growth.

So, the next time you find yourself in the spotlight, remember that presentation skills aren’t just about public speaking; they’re about showcasing your potential, building confidence, and paving the way for success. Embrace them, and watch your academic and professional horizons expand like never before.

What are the benefits of learning presentation skills for students?

I. effective communication: .

Good presentation skills are the linchpin of effective communication . In both academic and professional settings, students must articulate their thoughts, ideas, and findings clearly and persuasively. Without these skills, even the most brilliant concepts can get lost in translation.

II. Academic Success: 

Strong presentation skills can significantly impact academic success. Students who can express themselves eloquently often excel in class discussions, group projects, and thesis defenses. They stand out as knowledgeable and confident learners.

III. Confidence Booster:

 Public speaking and presentation practice are fantastic confidence boosters. They empower students to express themselves in front of their peers and teachers, gradually reducing anxiety and building self-assuredness.

IV. Leadership Development:

 Presentation skills are often associated with leadership qualities. Students who master these skills tend to emerge as leaders in group projects, clubs, and extracurricular activities. They can effectively convey their vision and rally others behind it.

V. Professional Readiness:

 In the world of work, professionals are frequently required to present their ideas, proposals, and reports. Students who develop strong presentation skills are better prepared for their future careers, making a positive impression on potential employers and clients.

VI. Critical Thinking: 

Preparing a presentation necessitates critical thinking. Students must organize their thoughts, conduct research, and analyze information to craft a compelling narrative. This enhances their analytical and problem-solving skills.

VII. Time Management: 

Creating a presentation involves managing time effectively. Students must set priorities, meet deadlines, and allocate resources wisely. These time management skills are valuable both in academia and the professional world.

VIII. Adaptability:

Presentation skills encompass various formats, from traditional speeches to multimedia presentations and virtual meetings. Students who can adapt to these different modes of communication are better equipped to thrive in today’s technology-driven world.

IX. Networking Opportunities:

Presentations often provide opportunities to network with peers, professors, and professionals. Building connections can open doors to collaborations, mentorships, and job opportunities down the road.

X. Problem Solving:

During presentations, unexpected challenges may arise, such as tough questions from the audience or technical glitches. Students learn to think on their feet, respond confidently, and solve problems as they arise.

XI. Enhancing Creativity:

Crafting engaging presentations encourages creativity and innovation. Students seek unique ways to capture their audience’s attention, whether through storytelling, visuals, or interactive elements.

XII. Global Communication:

In an increasingly interconnected world, students with strong presentation skills can effectively communicate with diverse audiences from different cultures and backgrounds, fostering cross-cultural understanding and collaboration.

These skills equip students for success in various aspects of life and contribute to their personal and intellectual growth.

How can students improve their presentation skills?

Improving presentation skills is a gradual process that requires dedication and practice. By following these steps and staying committed to self-improvement, students can become confident and effective presenters.

1. Practice, Practice, Practice:

The foundation of presentation mastery is practice . Start small by presenting in front of a mirror or recording yourself. Pay attention to your voice modulation, gestures, and overall delivery. This self-assessment helps you identify areas for improvement and build self-confidence.

2. Preparation is Key: 

The best presenters are often those who are the most prepared. Know your topic inside-out. Create a well-structured presentation with a compelling opening to grab your audience’s attention and a memorable closing to leave a lasting impression. Visual aids can enhance your message, but use them sparingly to avoid overwhelming your audience.

3. Real-Life Experience: 

Gain real-life presentation experience by participating in clubs, engaging in debates, or volunteering for class presentations. The more you expose yourself to different audiences, the more comfortable and adept you’ll become in handling diverse situations.

4. Learn from the Pros: 

Study presentations by seasoned speakers and experts in various fields. Watch TED talks, analyze speeches, or follow your favorite orators. Observe their techniques, storytelling abilities, and audience engagement strategies. Incorporate these insights into your style to make your presentations more captivating.

5. Feedback Fuels Growth: 

Don’t be afraid to seek feedback. Share your presentations with peers, friends, or teachers and ask for their honest opinions. Constructive criticism is like a roadmap to improvement. It highlights your strengths and pinpoints areas where you can refine your skills.

6. Embrace Growth as a Journey: 

Remember that improving presentation skills is a journey, not a quick fix. It takes dedication and time to refine these skills. Be patient with yourself, and celebrate small victories along the way. With consistent effort, you’ll see significant progress and reap the benefits of enhanced communication and self-assuredness.

So, as you embark on your journey to become a presentation pro, keep these elements in mind. Each step, from practice to feedback, preparation, real-life experience, and learning from experts, contributes to your growth. Over time, you’ll not only become a confident and persuasive presenter but also open up doors to academic and professional opportunities. You’ve got the potential; now, let it shine!

Conclusion:

So, here’s the scoop—presentation skills aren’t just about fancy speeches. They’re your superpower for rocking academics, acing your career, and unleashing personal growth. Mastering these and mastering your life would be the best way to put it. We wish you all the best for your presentation and hope this article helps you.

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• Instructional Guide

Teaching with PowerPoint

When effectively planned and used, PowerPoint (or similar tools, like Google Slides) can enhance instruction. People are divided on the effectiveness of this ubiquitous presentation program—some say that PowerPoint is wonderful while others bemoan its pervasiveness. No matter which side you take, PowerPoint does offer effective ways to enhance instruction when used and designed appropriately.

PowerPoint can be an effective tool to present material in the classroom and encourage student learning. You can use PowerPoint to project visuals that would otherwise be difficult to bring to class. For example, in an anthropology class, a single PowerPoint presentation could project images of an anthropological dig from a remote area, questions asking students about the topic, a chart of related statistics, and a mini quiz about what was just discussed that provides students with information that is visual, challenging, and engaging.

PowerPoint can be an effective tool to present material in the classroom and encourage student learning.

This section is organized in three major segments: Part I will help faculty identify and use basic but important design elements, Part II will cover ways to enhance teaching and learning with PowerPoint, and Part III will list ways to engage students with PowerPoint.

PART I: Designing the PowerPoint Presentation

Accessibility.

• Student accessibility—students with visual or hearing impairments may not be able to fully access a PowerPoint presentation, especially those with graphics, images, and sound.
• Use an accessible layout. Built-in slide template layouts were designed to be accessible: “the reading order is the same for people with vision and for people who use assistive technology such as screen readers” (University of Washington, n.d.). If you want to alter the layout of a theme, use the Slide Master; this will ensure your slides will retain accessibility.
• Use unique and specific slide titles so students can access the material they need.
• Consider how you display hyperlinks. Since screen readers read what is on the page, you may want to consider creating a hyperlink using a descriptive title instead of displaying the URL.
• All visuals and tables should include alt text. Alt text should describe the visual or table in detail so that students with visual impairments can “read” the images with their screen readers. Avoid using too many decorative visuals.
• All video and audio content should be captioned for students with hearing impairments. Transcripts can also be useful as an additional resource, but captioning ensures students can follow along with what is on the screen in real-time.
• Simplify your tables. If you use tables on your slides, ensure they are not overly complex and do not include blank cells. Screen readers may have difficulty providing information about the table if there are too many columns and rows, and they may “think” the table is complete if they come to a blank cell.
• Set a reading order for text on your slides. The order that text appears on the slide may not be the reading order of the text. Check that your reading order is correct by using the Selection Pane (organized bottom-up).
• Use Microsoft’s Accessibility Checker to identify potential accessibility issues in your completed PowerPoint. Use the feedback to improve your PowerPoint’s accessibility. You could also send your file to the Disability Resource Center to have them assess its accessibility (send it far in advance of when you will need to use it).
• Save your PowerPoint presentation as a PDF file to distribute to students with visual impairments.

Preparing for the presentation

• Consider time and effort in preparing a PowerPoint presentation; give yourself plenty of lead time for design and development.
• PowerPoint is especially useful when providing course material online. Consider student technology compatibility with PowerPoint material put on the web; ensure images and graphics have been compressed for access by computers using dial-up connection.

PowerPoint is especially useful when providing course material online.

• Be aware of copyright law when displaying course materials, and properly cite source material. This is especially important when using visuals obtained from the internet or other sources. This also models proper citation for your students.
• Think about message interpretation for PowerPoint use online: will students be able to understand material in a PowerPoint presentation outside of the classroom? Will you need to provide notes and/or other material to help students understand complex information, data, or graphics?
• If you will be using your own laptop, make sure the classroom is equipped with the proper cables, drivers, and other means to display your presentation the way you have intended.

Slide content

• Avoid text-dense slides. It’s better to have more slides than trying to place too much text on one slide. Use brief points instead of long sentences or paragraphs and outline key points rather than transcribing your lecture. Use PowerPoint to cue and guide the presentation.
• Use the Notes feature to add content to your presentation that the audience will not see. You can access the Notes section for each slide by sliding the bottom of the slide window up to reveal the notes section or by clicking “View” and choosing “Notes Page” from the Presentation Views options.
• Relate PowerPoint material to course objectives to reinforce their purpose for students.

Number of slides

• As a rule of thumb, plan to show one slide per minute to account for discussion and time and for students to absorb the material.
• Reduce redundant or text-heavy sentences or bullets to ensure a more professional appearance.
• Incorporate active learning throughout the presentation to hold students’ interest and reinforce learning.

Emphasizing content

• Use italics, bold, and color for emphasizing content.
• Use of a light background (white, beige, yellow) with dark typeface or a dark background (blue, purple, brown) with a light typeface is easy to read in a large room.
• Avoid using too many colors or shifting colors too many times within the presentation, which can be distracting to students.
• Avoid using underlines for emphasis; underlining typically signifies hypertext in digital media.

Use of a light background with dark typeface or a dark background with a light typeface is easy to read in a large room.

• Limit the number of typeface styles to no more than two per slide. Try to keep typeface consistent throughout your presentation so it does not become a distraction.
• Avoid overly ornate or specialty fonts that may be harder for students to read. Stick to basic fonts so as not to distract students from the content.
• Ensure the typeface is large enough to read from anywhere in the room: titles and headings should be no less than 36-40-point font. The subtext should be no less than 32-point font.

Clip art and graphics

• Use clip art and graphics sparingly. Research shows that it’s best to use graphics only when they support the content. Irrelevant graphics and images have been proven to hinder student learning.
• Photographs can be used to add realism. Again, only use photographs that are relevant to the content and serve a pedagogical purpose. Images for decorative purposes are distracting.
• Size and place graphics appropriately on the slide—consider wrapping text around a graphic.
• Use two-dimensional pie and bar graphs rather than 3D styles which can interfere with the intended message.

Use clip art and graphics sparingly. Research shows that it’s best to use graphics only when they support the content.

Animation and sound

• Add motion, sound, or music only when necessary. When in doubt, do without.
• Avoid distracting animations and transitions. Excessive movement within or between slides can interfere with the message and students find them distracting. Avoid them or use only simple screen transitions.

Final check

• Check for spelling, correct word usage, flow of material, and overall appearance of the presentation.
• Colleagues can be helpful to check your presentation for accuracy and appeal. Note: Errors are more obvious when they are projected.
• Schedule at least one practice session to check for timing and flow.
• PowerPoint’s Slide Sorter View is especially helpful to check slides for proper sequencing as well as information gaps and redundancy. You can also use the preview pane on the left of the screen when you are editing the PowerPoint in “Normal” view.
• Prepare for plan “B” in case you have trouble with the technology in the classroom: how will you provide material located on your flash drive or computer? Have an alternate method of instruction ready (printing a copy of your PowerPoint with notes is one idea).

PowerPoint’s Slide Sorter View is especially helpful to check slides for proper sequencing and information gaps and redundancy.

PowerPoint Handouts

PowerPoint provides multiple options for print-based handouts that can be distributed at various points in the class.

Before class: students might like having materials available to help them prepare and formulate questions before the class period.

During class: you could distribute a handout with three slides and lines for notes to encourage students to take notes on the details of your lecture so they have notes alongside the slide material (and aren’t just taking notes on the slide content).

After class: some instructors wait to make the presentation available after the class period so that students concentrate on the presentation rather than reading ahead on the handout.

Never: Some instructors do not distribute the PowerPoint to students so that students don’t rely on access to the presentation and neglect to pay attention in class as a result.

• PowerPoint slides can be printed in the form of handouts—with one, two, three, four, six, or nine slides on a page—that can be given to students for reference during and after the presentation. The three-slides-per-page handout includes lined space to assist in note-taking.
• Notes Pages. Detailed notes can be printed and used during the presentation, or if they are notes intended for students, they can be distributed before the presentation.
• Outline View. PowerPoint presentations can be printed as an outline, which provides all the text from each slide. Outlines offer a welcome alternative to slide handouts and can be modified from the original presentation to provide more or less information than the projected presentation.

The Presentation

Alley, Schreiber, Ramsdell, and Muffo (2006) suggest that PowerPoint slide headline design “affects audience retention,” and they conclude that “succinct sentence headlines are more effective” in information recall than headlines of short phrases or single words (p. 233). In other words, create slide titles with as much information as is used for newspapers and journals to help students better understand the content of the slide.

• PowerPoint should provide key words, concepts, and images to enhance your presentation (but PowerPoint should not replace you as the presenter).
• Avoid reading from the slide—reading the material can be perceived as though you don’t know the material. If you must read the material, provide it in a handout instead of a projected PowerPoint slide.
• Avoid moving a laser pointer across the slide rapidly. If using a laser pointer, use one with a dot large enough to be seen from all areas of the room and move it slowly and intentionally.

Avoid reading from the slide—reading the material can be perceived as though you don’t know the material.

• Use a blank screen to allow students to reflect on what has just been discussed or to gain their attention (Press B for a black screen or W for a white screen while delivering your slide show; press these keys again to return to the live presentation). This pause can also be used for a break period or when transitioning to new content.
• Stand to one side of the screen and face the audience while presenting. Using Presenter View will display your slide notes to you on the computer monitor while projecting only the slides to students on the projector screen.
• Leave classroom lights on and turn off lights directly over the projection screen if possible. A completely dark or dim classroom will impede notetaking (and may encourage nap-taking).
• Learn to use PowerPoint efficiently and have a back-up plan in case of technical failure.
• Give yourself enough time to finish the presentation. Trying to rush through slides can give the impression of an unorganized presentation and may be difficult for students to follow or learn.

PART II: Enhancing Teaching and Learning with PowerPoint

Class preparation.

PowerPoint can be used to prepare lectures and presentations by helping instructors refine their material to salient points and content. Class lectures can be typed in outline format, which can then be refined as slides. Lecture notes can be printed as notes pages  (notes pages: Printed pages that display author notes beneath the slide that the notes accompany.) and could also be given as handouts to accompany the presentation.

Multimodal Learning

Using PowerPoint can help you present information in multiple ways (a multimodal approach) through the projection of color, images, and video for the visual mode; sound and music for the auditory mode; text and writing prompts for the reading/writing mode; and interactive slides that ask students to do something, e.g. a group or class activity in which students practice concepts, for the kinesthetic mode (see Part III: Engaging Students with PowerPoint for more details). Providing information in multiple modalities helps improve comprehension and recall for all students.

Providing information in multiple modalities helps improve comprehension and recall for all students.

Type-on Live Slides

PowerPoint allows users to type directly during the slide show, which provides another form of interaction. These write-on slides can be used to project students’ comments and ideas for the entire class to see. When the presentation is over, the new material can be saved to the original file and posted electronically. This feature requires advanced preparation in the PowerPoint file while creating your presentation. For instructions on how to set up your type-on slide text box, visit this tutorial from AddictiveTips .  

Write or Highlight on Slides

PowerPoint also allows users to use tools to highlight or write directly onto a presentation while it is live. When you are presenting your PowerPoint, move your cursor over the slide to reveal tools in the lower-left corner. One of the tools is a pen icon. Click this icon to choose either a laser pointer, pen, or highlighter. You can use your cursor for these options, or you can use the stylus for your smart podium computer monitor or touch-screen laptop monitor (if applicable).  

Just-In-Time Course Material

You can make your PowerPoint slides, outline, and/or notes pages available online 24/7 through Blackboard, OneDrive, other websites. Students can review the material before class, bring printouts to class, and better prepare themselves for listening rather than taking a lot of notes during the class period. They can also come to class prepared with questions about the material so you can address their comprehension of the concepts.

PART III: Engaging Students with PowerPoint

The following techniques can be incorporated into PowerPoint presentations to increase interactivity and engagement between students and between students and the instructor. Each technique can be projected as a separate PowerPoint slide.

Running Slide Show as Students Arrive in the Classroom

This technique provides visual interest and can include a series of questions for students to answer as they sit waiting for class to begin. These questions could be on future texts or quizzes.

• Opening Question : project an opening question, e.g. “Take a moment to reflect on ___.”
• Think of what you know about ___.
• Turn to a partner and share your knowledge about ___.
• Share with the class what you have discussed with your partner.
• Focused Listing helps with recall of pertinent information, e.g. “list as many characteristics of ___, or write down as many words related to ___ as you can think of.”
• Brainstorming stretches the mind and promotes deep thinking and recall of prior knowledge, e.g. “What do you know about ___? Start with your clearest thoughts and then move on to those what are kind of ‘out there.’”
• Questions : ask students if they have any questions roughly every 15 minutes. This technique provides time for students to reflect and is also a good time for a scheduled break or for the instructor to interact with students.
• Note Check : ask students to “take a few minutes to compare notes with a partner,” or “…summarize the most important information,” or “…identify and clarify any sticking points,” etc.
• Questions and Answer Pairs : have students “take a minute to come with one question then see if you can stump your partner!”
• The Two-Minute Paper allows the instructor to check the class progress, e.g. “summarize the most important points of today’s lecture.” Have students submit the paper at the end of class.
• “If You Could Ask One Last Question—What Would It Be?” This technique allows for students to think more deeply about the topic and apply what they have learned in a question format.
• A Classroom Opinion Poll provides a sense of where students stand on certain topics, e.g. “do you believe in ___,” or “what are your thoughts on ___?”
• Muddiest Point allows anonymous feedback to inform the instructor if changes and or additions need to be made to the class, e.g. “What parts of today’s material still confuse you?”
• Most Useful Point can tell the instructor where the course is on track, e.g. “What is the most useful point in today’s material, and how can you illustrate its use in a practical setting?”

Positive Features of PowerPoint

• PowerPoint saves time and energy—once the presentation has been created, it is easy to update or modify for other courses.
• PowerPoint is portable and can be shared easily with students and colleagues.
• PowerPoint supports multimedia, such as video, audio, images, and

PowerPoint supports multimedia, such as video, audio, images, and animation.

Potential Drawbacks of PowerPoint

• PowerPoint could reduce the opportunity for classroom interaction by being the primary method of information dissemination or designed without built-in opportunities for interaction.
• PowerPoint could lead to information overload, especially with the inclusion of long sentences and paragraphs or lecture-heavy presentations with little opportunity for practical application or active learning.
• PowerPoint could “drive” the instruction and minimize the opportunity for spontaneity and creative teaching unless the instructor incorporates the potential for ingenuity into the presentation. 

As with any technology, the way PowerPoint is used will determine its pedagogical effectiveness. By strategically using the points described above, PowerPoint can be used to enhance instruction and engage students.

Alley, M., Schreiber, M., Ramsdell, K., & Muffo, J. (2006). How the design of headlines in presentation slides affects audience retention. Technical Communication, 53 (2), 225-234. Retrieved from https://www.jstor.org/stable/43090718

University of Washington, Accessible Technology. (n.d.). Creating accessible presentations in Microsoft PowerPoint. Retrieved from https://www.washington.edu/accessibility/documents/powerpoint/  

Selected Resources

Brill, F. (2016). PowerPoint for teachers: Creating interactive lessons. LinkedIn Learning . Retrieved from https://www.lynda.com/PowerPoint-tutorials/PowerPoint-Teachers-Create-Interactive-Lessons/472427-2.html

Huston, S. (2011). Active learning with PowerPoint [PDF file]. DE Oracle @ UMUC . Retrieved from http://contentdm.umuc.edu/digital/api/collection/p16240coll5/id/78/download

Microsoft Office Support. (n.d.). Make your PowerPoint presentations accessible to people with disabilities. Retrieved from https://support.office.com/en-us/article/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-ae3b2b3ef25

Tufte, E. R. (2006). The cognitive style of PowerPoint: Pitching out corrupts within. Cheshire, CT: Graphics Press LLC.

University of Nebraska Medical Center, College of Medicine. (n.d.). Active Learning with a PowerPoint. Retrieved from https://www.unmc.edu/com/_documents/active-learning-ppt.pdf

University of Washington, Department of English. (n.d.). Teaching with PowerPoint. Retrieved from https://english.washington.edu/teaching/teaching-powerpoint

Vanderbilt University, Center for Teaching. (n.d.). Making better PowerPoint presentations. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/making-better-powerpoint-presentations/

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2020). Teaching with PowerPoint. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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What is a Presentation? Objectives, Elements, Important skills, Four Ps

• Post last modified: 4 June 2023
• Reading time: 19 mins read
• Post category: Business Communication

What is a Presentation?

A presentation communicates a message, an idea or information to a group. It is similar to a report, but with a key difference–the human element. A presentation conveys the speaker’s personality and enables immediate interaction among all participants.

Table of Content

• 1 What is a Presentation?
• 2.1 To Inform
• 2.2 To Train
• 2.3 To Persuade
• 2.4 To Motivate
• 2.5 To Entertain
• 3 Main Elements of Presentation
• 4.1 Analytical ability
• 4.2 Effective communication ability
• 4.3 Creative ability
• 4.4 Good interpersonal skill
• 4.5 Sound time management
• 4.6 Problem-solving ability
• 4.7 A sense of humour
• 5 Evaluation Wheel
• 6.1 Prepare
• 6.2 Practice
• 6.3 Present
• 7.1 Know Yourself
• 7.2 Know Your Material
• 7.3 Know Your Purpose
• 7.4 Know Your Audience

Objectives of Presentation

The main objectives of a presentation are:

To Persuade

To motivate, to entertain.

A presentation is created to convey some information to a group of people. For example, a presentation may display an organisation’s quarterly performance.

Most training programmes in organisations are done through the presentation mode. Such instructional presentations convey a lot of information and are created with instructional design principles to keep the audience engaged for a long period.

Some presentations are used to convince a group of people to accept a particular idea and/or make a certain choice.

The growing popularity of TED Talks indicates how a presentation can be a powerful motivation tool. These presentations trigger emotions and inspire people to act.

Presentations can also be used to celebrate an event. For example, a farewell presentation of a colleague can be used to narrate the story of his/her overall tenure, experiences and achievement in the organisation.

Main Elements of Presentation

A presentation is said to be effective if it has three main elements, which are as follows:

• Specific content : This refers to the information that a presentation will comprise. The information must be conveyed effectively so that it is absorbed by the audience in one sitting. It should be relevant and meaningful to them.
• Audience : A presentation should be targeted for a specific group of audience who share the same purpose and have a similar level of pre-knowledge.
• Presenter: The presenter should act as the advocate of the information. If his/her conviction and passion in the message are clearly articulated, the audience will also pay attention to the subject.

Important Presentation Skills

In today’s business environment, presentation skills are requisite in almost every professional arena. Employees are often required to give presentations on the targets achieved by them. A presentation can be effective if it is carefully planned and prepared.

However, delivering presentations is not always easy for every individual. Some people take presenting as a probable opportunity to showcase skills, while others find it a challenging task. To provide an effective presentation, a presenter must possess some abilities.

Some of them are explained as follows:

Analytical ability

Effective communication ability, creative ability, good interpersonal skill, sound time management, problem-solving ability, a sense of humour.

It refers to a calibre which empowers an individual to collect, organise, visualise and comprehend data. Such skills enable a person to look at related patterns, draw conclusions and find solutions to problems. In addition, sound analytical skills also enable an individual to forecast future trends using various techniques such as brainstorming, forecasting, data mining and metrics interpretation.

Communication entails much more than mere talking to the audience. To communicate effectively during a presentation, one ought to showcase information lucidly. During a presentation, a person should not just have a good set of slides together; rather he needs to engage and strike a chord with the audience to transmit the intended message.

It refers to the ability to present things in a creative way that have not been explored earlier. Creative skills in presentation enable an individual to invent or develop something path-breaking, such as a new concept, unique way out from a problem, a method, a work of art or new machinery, etc.

It encompasses how an individual portrays or presents himself to the audience and builds a rapport with the audience. During a presentation, sound interpersonal skills empower a speaker to interact, communicate and collaborate with the audience effectively.

Interpersonal skills are prevalent across all personal and professional interactions between people. Interpersonal skills entail empathy, active listening and emotional intelligence.

While delivering a presentation, a person should manage time effectively, set a presentation schedule and end a presentation within a stipulated time. If a presentation is long, there are chances the audience may lose interest and the message may not be delivered.

A speaker cannot expect audience to actively listen to the presentation for hours. At the start of presentation, a speaker should aim to grab audience’s attention and allocate time for questions and answers at the end.

Problem-solving is a requisite skill for a presentation. During a presentation, the audience may ask the speaker any kind of questions. On the other hand, it is important for the speaker to provide an appropriate answer to the audience to make the presentation successful.

A sense of humour is crucial to deliver a quality presentation to make the environment light and engaging. Appropriate usage of light jokes relieves stress and holds the attention of an audience, which makes the presentation a memorable experience for both the speaker and the audience.

Evaluation Wheel

Evaluation wheel is a creative and effective tool that accumulates information on outcomes in a simple and accessible manner. A presenter can opt for the evaluation wheel tool to show the outcomes of the research or reports. This tool is used to provide various types of information and journeys of change within the organisation.

It offers a visual representation of progression and results in the form of a spider diagram. The evaluation wheel measures the exact outcomes for a programme at the start and end. It also helps educators, designers to comprehend information systematically. Figure shows an example of evaluation wheel:

Figure states the scale questionnaire in a circle form wherein respondents will analyse the instances from their discretion and experience and give rating on a scale of 1 to 5.

For instance, service users are appropriately involved. In this case, if the respondent strongly agrees, he/she will give 5 rating and if he/she does not agree, he/she will give 1 rating. The centre of the circle is for 1 and as the respondent agrees, they reach out to edge for 5 rating.

Ps of Presentation

Even the most powerful presentation may fail if the presenter comes unprepared. A presentation is both a mental and a physical effort. There are Ps of presentation that provide a checklist to the presenter for ensuring that the presentation is well-constructed and clear so that the audience gets the message. These four Ps are explained as follows:

A thoroughly prepared presentation captivates the interests of the audience. The topic or content of the presentation must be thoroughly researched. No one would develop interest in a vague or equivocal presentation. A speaker can make use of stories or relatable examples and quote references to give more depth to the presentation and make it intriguing.

Apart from that, it should be ensured that only important points are highlighted in bullets or using other graphical elements. Providing too much of theory or full sentences can create boredom for the audience.

While preparing for a presentation, the presenter should include the following sections:

• Introduction : This section includes the name of the topic and the purpose of the presentation.
• Body : This section contains the main content of the presentation; thus, it must be prepared in a well-organised manner.
• Summary : It provides a recap of the content of the presentation. It outlines the most important points of the presentation to ensure the key message is retained by the audience.

Practice will make a man perfect is an adage that is appropriate across all spheres of life. It helps a speaker become familiar with his/her own voice, words and phrases and adjust accordingly. By practising thoroughly, a speaker can explore how to fit different pieces of information together and practise transition.

Also, a speaker should make notes wherever required as a part of presentation support. Using an index card is a common form of note-taking that provides a quick glimpse of important points.

While delivering a presentation, the speaker needs to demonstrate confidence in front of the audience. The speaker must be polite, but not apologetic in situations, such as if the session is running overtime or the microphone has stopped working.

Instead he/she should expect and ask for discipline and attention. It is important for a speaker to engage with the audience during the presentation in order to assure them that he/she is genuinely interested in talking to them. 4. Pace, pitch and pause: A presenter should deliver the presentation in an easy-to-follow pace and try changing the pace to enliven the presentation.

For example, pauses can be taken intentionally between main points to reinforce them. Along with pace, pitch is equally important. Just as pace varies in normal conversations, it should be used effectively during presentations too. For example, when asking a question, the presenter can raise the pitch and can lower it down when explaining a point.

Four Cornerstones of Making Memorable Presentations

The most crucial aspect of delivering an effective presentation is that the speaker should appear confident and the speech should look effortless. Presentations are a source of anxiety for many individuals. However, getting well-prepared before delivering a presentation can reduce this feeling considerably and ease apprehension.

There are a number of ways to overcome feelings of anxiety, stress and stage fright before the presentation in order to appear confident in front of the audience. The four cornerstones of making a memorable presentation are provided in the upcoming sections.

Know Yourself

Know your material, know your purpose, know your audience.

A presenter should acknowledge his/her strengths and weaknesses. Accordingly, he/she should decide the style of delivering a presentation. For instance, if a presenter has a great sense of humour and can use it comfortably in the speech, he/she can make the presentation more engaging and interesting.

On the other hand, if the speaker who is an introvert and prefers to talk or engage less, he/she can add visuals in the presentation. Therefore, the trick is whosoever is delivering the presentation should feel comfortable.

Knowing the topic thoroughly is the most important step in preparing and delivering a presentation. A presenter with well-versed knowledge of the topic is bound to feel more confident. One should perform extensive research of the topic using credible websites and surveys.

A presenter with minimal information about the topic will not be able to deliver a memorable presentation; rather, it would create a negative image in front of the audience. A good presentation is one that is centred around the main theme, presents relevant information and stimulates thought.

It is crucial to know the purpose of the presentation. A presenter should be aware of whether the purpose is to create awareness or to build new skills or to change attitudes. For instance, professional firms or businesses use presentations for various purposes such as to create awareness, educate, motivate and persuade internal and external audiences.

Therefore, to prepare a presentation, identify its objective/purpose, determine the method of delivery, formulate a structure, include visual aids and rehearse.

One should know the type of audience and what is their purpose of attending the presentation. For instance, whether they are there for gaining knowledge or learning new skills, etc. The age, culture and knowledge base of the audience help a presenter in designing and delivering his/her presentation effectively and in a manner in which audience can easily understand and relate to.

A well-designed presentation uses visual aids effectively to reinforce the main points and enhance the audience’s level of understanding.

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• presentation

: an activity in which someone shows, describes, or explains something to a group of people

: the way in which something is arranged, designed, etc. : the way in which something is presented

: the act of giving something to someone in a formal way or in a ceremony

Full Definition of PRESENTATION

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• presentation copy
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• breech presentation
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Meaning of presentation in English

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presentation noun ( EVENT )

• talk She will give a talk on keeping kids safe on the internet.
• lecture The lecture is entitled "War and the Modern American Presidency".
• presentation We were given a presentation of progress made to date.
• speech You might have to make a speech when you accept the award.
• address He took the oath of office then delivered his inaugural address.
• oration It was to become one of the most famous orations in American history.
• The presentation was a collaborative effort by all the children in the class .
• The charity invited the press to a presentation of its plans for the future .
• The magazine asked its readers to send in their comments about the new style of presentation.
• Jenny's retiring and I think there's going to be a small presentation this afternoon .
• Graduates must be in full academic dress at the presentation of certificates .
• call for papers
• extemporize
• maiden speech
• talk at someone

You can also find related words, phrases, and synonyms in the topics:

presentation noun ( APPEARANCE )

• adverse conditions
• good/bad karma idiom
• have it in you idiom
• unaffiliated
• undercurrent

presentation | American Dictionary

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the highest point of a mountain

Keeping up appearances (Talking about how things seem)

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Master the Art of Authentic Presentation: Planning and Delivery

May 21, 2024

Authenticity continues to be a challenging yet dynamic concept within the professional space because it requires a balance between what an organization defines as standard and welcoming the personal elements of the people within that organization. One context where authenticity can be pretty tricky is when we give presentations. How do I remain authentic in this context? How do I determine how much of myself I can bring to this presentation?

At the core of authenticity is remembering that it refers to a person’s state of being and does not necessarily mean behaving the same way in every context. Varying contexts warrant varying norms and behaviors , and the same goes for delivering presentations.

First, you can be authentic when planning the presentation.

In planning your presentation, you must have a clear understanding of context to determine how to position yourself authentically. The presentation itself, platform of delivery and audience are all important considerations in this phase.

An avenue for maintaining your authentic self in your planning is through using various tools to connect with your audience. Storytelling will always be a powerful avenue to create relatability and connection. It is one of the most effective methods that distinguished speakers use to make their presentations more personable and to bring themselves into what they’re sharing.

Let’s suppose you’re delivering a presentation on professional brand development to high school seniors. An example of a storytelling technique that represents your authenticity and connects well with the audience may be recalling one of your profound experiences as a high schooler that led to paving your professional path. That’s just one example – feel free to explore the endless possibilities that keep your identity and authenticity within the presentation and connect well with the audience.

Second, you can be authentic in the delivery.

You’ve spent all this time creating an authentic presentation, and now it’s time to deliver. The delivery aspect can sometimes be daunting when considering nerves and other realities such as time constraints and unforeseen circumstances. Additionally, if you tend to rely on presentation notes a lot, it may seem scripted, which can impact how authentically you experience yourself and how authentic your audience perceives you to be.

The most important part of delivering your presentation is to be attuned to your audience. Of course, you want to stick with your plans as much as possible but be open to meeting your audience where they are. When you adopt that perspective, it allows you to connect with them more deeply while you present and create opportunities for conversations in which you can bring in your authentic lived experiences and stories.

Maintaining authenticity in your presentations can be challenging, but it is the most profound way to deliver impactful and memorable presentations. Remember, you are most confident when you are being yourself!

Explore programs at American College of Education and become the leader you aspire to be.

Breneil Malcolm graduated from ACE with an M.Ed. in Higher Education, with a focus of study in Leadership. They are currently pursuing a Ph.D. in Learning, Design and Technology with Women’s, Gender and Sexuality Studies at The Pennsylvania State University. Their research interests focus on diversity, equity and inclusion through the interdisciplinary frameworks of pedagogical, psychological and critical theories. Breneil has served as academic support faculty at St. George’s University for the past five years. While there, they managed an intensive feedbacking professional communication program and served as an instructor teaching learning strategy. Breneil’s goal is to leverage their doctoral research to secure a career in research and academia that enhances social justice for underrepresented groups.

Breneil enjoys training at the gym and has been a personal trainer and group fitness instructor for the past 4 years. With prior educational background in psychology, Breneil uses an integrated approach that combines skillsets from positive psychology, writing and leadership to promote authentic expression, personally and professionally. Breneil welcomes comments, questions and interested collaborators.

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

In education, the term exhibition refers to projects, presentations, or products through which students “exhibit” what they have learned, usually as a way of demonstrating whether and to what degree they have achieved expected learning standards or learning objectives . An exhibition is typically both a learning experience in itself and a means of evaluating academic progress and achievement.

Defining exhibition is complicated by the fact that educators use many different terms when referring to the general concept, and the terms may or may not be used synonymously from place to place. For example, the terms capstone exhibition , culminating exhibition , learning exhibition , exhibition of learning, performance exhibition , senior exhibition , or student exhibition may be used, in addition to capstone, capstone experience, capstone project, demonstration of learning, performance demonstration , and many others. Educators may also create any number of homegrown terms for exhibitions—far too many to catalog here.

In contrast to worksheets, quizzes, tests, and other more traditional approaches to assessment , an exhibition may take a wide variety of forms in schools:

• Oral presentations, speeches, or spoken-word poems
• Video documentaries, multimedia presentations, audio recordings, or podcasts
• Works of art, illustration, music, drama, dance, or performance
• Print or online publications, including websites or blogs
• Essays, poems, short stories, or plays
• Galleries of print or digital photography
• Scientific experiments, studies, and reports
• Physical products such as a models, sculptures, dioramas, musical instruments, or robots
• Portfolios of work samples and academic accomplishments that students collect over time

Generally speaking, there are two primary forms of exhibition:

• A multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically during their final year of high school or middle school, or at the end of an academic program or learning-pathway experience (in this case, terms such as capstone exhibition , culminating exhibition , or senior exhibition may be used).
• A project, presentation, product, or portfolio that teachers use as a form of summative assessment —i.e., an evaluation of student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period, such as a unit, course, semester, program, or school year (in this case, terms such as performance exhibition , learning exhibition , or student exhibition may be used).

Schools and educators may use exhibitions as part of a wide variety of educational and instructional strategies, such as community-based learning , project-based learning , or proficiency-based learning , to name just a few. While exhibitions are diverse in both content and execution, they are typically evaluated against a common set of criteria or standards, using a rubric or scoring guidelines, to ensure consistency during the evaluation process from student to student or exhibition to exhibition, or to determine whether and to what extent students have achieved expected learning standards for a particular assignment, lesson, project, or course. Exhibitions may be evaluated by a teacher or group of teachers, but in some cases review panels of peers, community members, and outside experts—such as local business leaders or scientists—contribute to the evaluation process or provide students with constructive feedback. Some exhibitions are even public events open to anyone in a school community . Students may also be asked to provide a formal reflection on what they have learned and created that describes how well they did in meeting either expected or self-imposed learning goals.

Exhibitions are typically designed to encourage students to think critically, solve challenging problems, and develop skills such as oral communication, public speaking, research, teamwork, planning, self-sufficiency, goal setting, or technological and online literacy—i.e., skills that will help prepare them for college, modern careers, and adult life. Exhibitions may also be interdisciplinary, in the sense that they require students to apply skills or investigate issues across many different subject areas or domains of knowledge. Exhibitions may also encourage students to connect their projects to community issues or problems (also see community-based learning ), or to integrate outside-of-school learning experiences, including activities such interviews, scientific observations, or internships (also see l earning pathway ).

It is important to note that exhibitions are typically purposeful teaching strategies designed to achieve specific educational outcomes—i.e., they are not merely “show and tell” opportunities. Although exhibitions can vary widely from school to school in terms of structure, evaluation criteria, and learning objectives, they commonly require students to share, explain, and defend their project design, theory or action, or results (as in the case of a scientific experiment, for example). Whether students solve a complicated math problem, write a position paper on a social issue, develop a business plan, or produce a work of art or engineering, exhibitions require them to articulate their ideas and respond to questions and inquiries from teachers or other reviewers. A few examples will help to illustrate these general instructional intentions:

• Writing, directing, and filming a public-service announcement that will be aired on public-access television.
• Designing and building a product, computer program, app, or robot to address a specific need, such as assisting the disabled.
• Interning at a nonprofit organization or a legislator’s office to learn more about strategies and policies intended to address social problems, such as poverty, hunger, or homelessness.
• Conducting a scientific study over several months or a year to determine the ecological or environmental impact of changes to a local habitat.
• Researching an industry or market, and creating a viable business plan for a proposed company that is then “pitched” to a panel of local business leaders.

For related discussions, see authentic learning , relevance , and 21st century skills .

Most criticism of or debate about exhibitions is not focused on the strategy itself, or its intrinsic or potential educational value, but rather on the quality of its execution—i.e., exhibitions tend to be criticized when they are poorly designed or reflect low academic standards, or when students are allowed to complete relatively superficial projects of low educational value. In addition, if teachers and students consider exhibitions to be a formality, lower-quality products typically result. And if the projects reflect consistently low standards, quality, and educational value year after year, educators, students, parents, and community members may come to view exhibitions as a waste of time or resources.

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Education & Training

Methods: mind the gap, webinar series, restricted mean survival time approaches for time-to-event outcomes in prevention research.

Harvard Medical School

About the Webinar

The Cox proportional hazards model, proposed by Dr. Cox in 1972, has traditionally been employed in disease prevention studies with time-to-event outcomes as the primary endpoint. The hazard ratio (HR) is used to summarize the magnitude of the intervention effect in these studies. However, the limitations of using Cox’s HR as a summary of intervention effect magnitude have been widely discussed. Restricted Mean Survival Time (RMST), first introduced in 1949 by Dr. Irwin, has gained attention since approximately 2013 as an alternative to address the limitations of the traditional approach. There is now a growing body of literature demonstrating the applications of RMST in various prevention research contexts. 

This presentation will review the limitations of Cox’s HR and introduce the utilization of RMST as a robust alternative that calculates the mean survival time within a specified time window, offering a more intuitive interpretation of intervention effects. Dr. Uno will then discuss several recent methodological advancements in RMST-based analysis. Furthermore, Dr. Uno will introduce essential software tools for RMST analysis, including the survRM2 package in R, the RMSTREG procedure in SAS, and the strmst2 command in Stata. Use case examples will also be provided to illustrate these concepts effectively.

About Hajime Uno

One of his notable methodological contributions is a modification of the C-index to quantify risk prediction models for censored time-to-event data. His paper published in Statistics in Medicine in 2011 was ranked one of the 10 most cited  Statistics in Medicine  papers in the following two years. His method has been called “Uno’s C” and is employed in the SAS PHREG procedure. The number of citations of this paper is over 1,300 as of May 2024. One of his current research interests is to improve the everyday practice of survival data analysis in clinical research as well as to disseminate better alternatives to improve the quality of informed decisions about interventions.

This webinar will be captioned in real time. Individuals needing reasonable accommodations should email [email protected] . Requests should be made at least 5 business days before the event.