MANILA, Philippines — I handled three topics in the National Conference Seminar for Private Schools and Administrators on Curriculum sponsored by the Philippine Educators Management Consultants, Inc. (PEMCI) held at the Tagaytay International Convention Center last week. A repeat of the conference will be held in Hotel Supreme in Baguio City on Jan. 31-Feb. 2.

“How were you able to sustain the attention of the participants given the fact that some topics you covered were highly technical in nature”, asked one participant.

Any presentation ought to be designed with the main object of imparting new and meaningful learning to an audience. Information without meaning is empty and will not benefit your audience in any way.

The most important thing to keep in mind is that the learning that you intend to communicate is likely to be misunderstood. Each member of the audience will have some feeling about your message and will interpret its meaning. This is often done in the light of individual attitudes and prejudices or with reference to previous experience or associations. Your problem is that the audience may not feel and interpret it the way that you intended. Think about how many times you and your colleagues have attended the same meeting or presentation and yet have come away with different interpretations about what was meant.

Creating and delivering an effective presentation requires a basic understanding of the learning process. Understanding the process will not in itself make you a brilliant presenter but should make you aware of how to maximize the impact of your presentations.

The Learning Process

Learning does not happen in an instant. It begins with INPUT, or the presentation of new information. It proceeds to INCUBATION, or the coming to terms with new information. Finally, it is completed INTEGRATION, or attaching personal significance to new information.

INPUT. Majority of people communicate in a way that is fundamentally flawed - in that they adopt the egocentric communication model. This involves the presenter deciding what they want to say and how they want to say it, with little or no regard for the characteristics or needs of their audience. The LSLS (learning styles) paradigm tells us that learning can and must be achieved in different ways to suit the learning preferences of individual learners.

INCUBATION. When preparing your messages, think of the different ways that it could be interpreted by your audience and try to translate it in a way that will minimize inaccurate interpretations. A breakdown in the learning process usually occurs at this stage, when audiences poke at your message, trying to determine how it takes into account a variety of issues from their points of view.

INTEGRATION. Once a message has been framed in terms that are better suited and appreciated to the audience’s learning styles, they will be able to attach personal significance and determine its place alongside previously stored information.

Old teaching paradigms generally equate learning with Input alone. But missing out on the two other “I’s” of learning, old teaching paradigms are rendered half-blind without anyone realizing it.

Presenters who are keenly aware of the stages of learning will spend time and extra effort to lead their audience through the rest of the learning process, so as to ensure more lasting learning.

Different learners will learn at different paces: some faster than others, some slower. Regardless, the process can only be aided or facilitated. It cannot be fast-tracked.

So, let your audience see a lesson from different angles, different viewpoints. Give them time to grapple with the new bits of information, especially if these are rather difficult.

And then watch their eyes light up as they are finally able to claim: “Aha! Gotcha!”

Gatheringathering the Basicasic Information ormation

Prior to designing your presentation, be sure that you have determined the following basic information:

1. The type of talk you will be expected to give

Will this be an informal chat, a seminar discussion, or a more formal presentation?

Is there a specific purpose for having you give a talk?

Will you be presenting novel concepts to this audience, or building upon their prior knowledge?

2. The composition of the audience

Who are they? How many people are expected to attend?

Why are they there? What are they interested in? How much do they already know about your subject?

3. The time allotted for the talk

The longer the talk, the more freedom you will have to explore the topic.

A short talk needs to be very clear and to address the topic directly.

Is question time included?