Documente Academic
Documente Profesional
Documente Cultură
NESA
at
Doha
November
Robert
Garmston,
Ed.D.
fabobg@gmail.com
thinkingcollaborative.com
Learning
is
a
social
event,
and
effective
presenters
provide
the
social
glue
that
binds
groups
together
in
the
learning
environment.
Kendall
Zoller
and
Claudette
Landry
The
Choreography
of
Presenting,
2010
Garmston
Becoming
a
More
Effective
Presenter
November
2014
Seminar
Outcomes
Extend
personal
confidence
and
competence
Design
sessions
for
greater
success
Overcome
situational
nervousness
Give
audiences
more
ownership
for
their
learning
Tailor
openings
for
group,
mood
and
circumstances
Give
state-of-the-art
directions
Maintain
credibility
while
responding
to
questions
Tailor
presentations
to
four
learning
styles
Apply
presentation
strategies
to
the
classroom
Convert
resistance,
hostility
and
negative
energy
Clock Partners 5
Personal Goals 6
Event Design 11
Responding to Questions 14
Notes 15
Selected References 29
Garmston
Becoming
a
More
Effective
Presenter
November
2014
2
Strategies
(Also
see
in
chapter
3,
Eight
Strategies
To
Keep
Your
Audience
Tuned
In,
p.
96)
Banned words
Whats the best and the worst that could happen today?
Metaphor
REM
Who
am
I?
Mission
Stance
Not
now
Who
am
I?
What
are
my
outcomes?
Colleague
Sister/Brother
Novice
Frozen gesture
Attention first
Visual paragraph
Freeze body
Third point
Out there
A PREPARATION STRATEGY
1. Write
three
questions
you
might
be
asked
in
your
presentation,
each
on
a
3
by
5
card.
2. Shuffle
cards.
3. First
player
draws
a
card
and
reads
it
to
the
player
on
his
or
her
right.
4. This
person
responds
to
the
question.
5. First
player
reveals
his/her
reaction
to
the
response.
6. The
group
brainstorms
other
ways
the
question
might
be
responded
to.
7. Repeat
the
cycle.
And
finally
you
will
rank
what
is
most
Answer
the
odd
numbered
problems
important
to
you.
Place
your
paper
in
the
basket
when
finished
Now, with this first draft, we would seek to minimize words while maintaining clarity.
Pairs:
Compare
and
contrast
consulting
and
coaching
benefits
for
new
teachers
1. Make
two
lists.
Record
the
benefits
of
each.
2. Record
the
limitations
of
each.
3. Identify
what
is
same
and
different.
4. Write
a
matchbook
statement
summarizing
your
conclusions.
The
Potentially
Pernicious
Pronoun
What
separates
the
good
presenter
or
facilitator
from
the
expert,
is
the
use
of
pronouns.
For
some,
it
is
difficult
to
replace
the
habit
of
saying,
I
want
you
to
look
this
direction,
with
phrases
like
Please
turn
and
look
at
me
for
next
steps.
The
difference?
In
the
first
the
leader
is
asking
members
to
respond
out
of
relationship
serving
the
presenter
appropriate
in
the
lexicon
for
a
primary
teacher,
but
not
a
person
working
with
adults.
Since
we
presume
an
overarching
goal
of
professional
development
is
fostering
a
sense
of
equality
in
a
training
or
meeting
room,
and
supporting
norms
of
autonomy,
self
directedness
and
self
monitoring
we
advise
careful
scripting
of
pronouns
in
giving
directions.
Who
you
are
in
relationship
to
the
group
should
inform
your
use
of
pronouns.
If
you
are
a
member
of
a
group
who
has
stepped
up
to
facilitate
the
work
may
well
be
ours.
If
you
are
external
to
the
group,
referring
to
the
work
as
ours
may
carry
inferences
interfering
with
the
clarity
of
the
groups
work
and
its
development.
Compare
these
two
statements.
Here
is
what
I
want
you
to
do
next.
or-
Listen
carefully
as
I
describe
this
process.
Again,
the
former
tends
to
infantilize
the
group,
the
latter
acknowledges
them
as
responsible
adults.
Begin
a
list
of
phrases
you
want
to
incorporate
when
you
give
directions.
You
can
start
with
The
change,
as
readers
are
now
familiar,
is
toward
higher
levels
of
consciousness,
greater
flexibility,
enhanced
craftsmanship
and
efficacy,
and
more
intense
interdependence
related
to
the
learning
journey
each
participant
travels.
Conceptual
tools
that
help
a
presenter
assist
others
on
this
trip
include
presuppositions
about
the
learners:
that
they
are
sufficient,
capable,
willing
and
wanting
to
learn.
These
presuppositions
are
valuable
assets
in
that
presuming
capability
one
sees
capability,
when
one
sees
it
and
acts
as
if
it
is
present,
participants
respond
as
if
it
were
so.
Positive
presuppositions
are
both
a
state
of
mind
of
the
presenter
and
reflected
in
presenter
language.
(As
experienced
educators.
.
.)
The
aims
for
activating
energy
sources
are
implicit
intentions.
They
do
not
appear
in
brochures
advertising
the
work,
nor
are
they
likely
to
be
seen
in
the
notes
the
presenter
has
designed
to
guide
the
session.
Rather,
they
are
achieved
through
the
intuitive
use
of
sound
presentation
strategies.
Regarding
energy,
having
participants
stand,
raise
their
arms
and
We
intone
craftsmanship
by
the
nature
of
our
instructions
to
groups,
and
the
nature
of
the
learning
tasks
that
often
include
a
public
reporting
and
critiquing.
We
have
groups
set
personal
goals
and
reflect
on
their
attainment.
A
concept
attainment
lesson
demands
craftsmanship.
And
always,
consciousness
is
king.
From
each
learning
activity
we
invite
reflection
on
the
process.
Of
what
were
people
aware?
What
did
they
learn
about
themselves,
the
process
and
the
group?
Under
what
circumstances
might
this
activity
is
useful
or
not
useful
in
their
work?
We
may
periodically
step
to
the
balcony
and
invite
attention
to
what
is
going
on
in
the
moment
in
the
room.
Efficacious
teachers:
To
act
with
confidence,
meet
challenges
and
cope
with
situations
that
are
new
for
them,
teachers
must
feel
that
they
are
competent
to
control
these
situationsto
overcome
difficulties,
become
familiar
wit
the
new
and
the
unknown,
and
approach
them
with
the
expectation
they
will
master
them
(Feuerstein,
p.
80).
Such
teachers:
Have
an
internal
locus
of
control;
Operationalize
concepts
and
translate
them
into
deliberate
actions;
Pose
problems;
Make
causal
links;
Produce
new
knowledge;
Are
continuous
learners
seeking
to
modify
themselves
through
feedback
Are
optimistic
and
resourcefulself-actualizing
and
self-modifying.
Flexibility
Flexible
thinkers
are
empathic.
They
are
able
to
see
through
the
diverse
perspectives
of
others.
They
are
open
and
comfortable
with
ambiguity.
They
create
and
seek
novel
approaches
and
have
a
well-developed
sense
of
humor.
They
envision
a
range
of
alternative
consequences.
They
have
the
capacity
to
change
their
mind
as
they
receive
additional
data.
They
engage
in
multiple
and
simultaneous
outcomes
and
activities.
They
draw
upon
a
repertoire
of
problem
solving
strategies.
As
noted
in
Garfields
study
of
peak
performers
(1986),
they
practice
style
flexibility,
knowing
Flexible
Teachers
are
aware
of
and
legitimize
differences
of
opinions,
tendencies,
desires
and
styles
without
necessarily
accepting
them.
Flexible
teachers
search
for
and
value
the
differences
between
individuals
an
their
unique
behaviors.
They
are
continually
forming
a
distinct
and
acceptant
self-perception
in
relation
to
others.
Such
teachers:
Are
willing
to
consider
change;
Adjust
to
others
styles
and
preferences;
Tolerate
ambiguity;
Seek
/
generate
alternatives;
See
through
multiple
perspectives.
Consciousness
Those
who
exercise
consciousness
monitor
their
own
values,
intentions,
thoughts,
behaviors
and
their
effects
on
others
and
the
environment.
They
have
well
defined
value
systems
that
they
can
articulate.
They
generate,
hold
and
apply
internal
criteria
for
decisions
they
make
and
they
can
articulate
their
reasons
and
rationale
for
their
actions
and
thoughts.
They
practice
mental
rehearsal
and
the
editing
of
mental
pictures
in
the
process
of
seeking
improved
strategies.
Consciousness
means
knowing
what
and
how
we
are
thinking
about
our
work
in
the
moment,
and
being
aware
of
our
actions
and
their
effects
on
others
and
on
the
environment.
Consciousness
is
the
central
clearinghouse
for
executive
decision-making.
It
is
the
state
of
mind
prerequisite
to
self-
control
and
self-direction.
Consciousness
means
that
we
are
meta-cognitively
aware
that
certain
events
are
occurring,
and
we
are
able
to
direct
their
course.
The
mark
of
a
person
who
is
in
control
of
consciousness
is
the
ability
to
focus
attention
at
will,
to
give
their
attention
to
their
intentions,
to
be
oblivious
to
distractions,
to
concentrate
for
as
long
as
it
takes
to
achieve
a
goal.
Expanding
consciousness
informs
improvement
and
helps
to
expose
blind
spots
or
ideas
not
yet
thought
about.
Developing
effective
thinking
therefore
requires
the
development
of
this
priceless
resource,
consciousness
(Csikszentmihalyi,
2008).
Conscious
Teachers:
The
complexity
of
classroom
life
and
the
conditions
in
which
teachers
are
called
upon
to
react,
make
the
ability
to
regulate
behavior
in
socially
and
culturally
appropriate
ways
critical
for
teachers.
The
regulation
of
behavior
is
a
product
of
an
individuals
ability
to
impose
thinking
on
actionsto
examine
oneself,
to
assess
the
situation,
and
to
decide
how
and
when
to
react.
Such
teachers:
Are
aware
that
certain
events
are
occurring
and
are
able
to
direct
their
course;
Monitor
their
own
values,
intentions,
thoughts,
behaviors
and
their
effects
on
others
and
the
environment;
Have
well
defined
value
systems
that
they
can
articulate
and
generate;
Hold
and
apply
internal
criteria
for
decisions
they
make;
Craftsman-like
Teachers:
Teachers
are
required
to
cope
with
complex
tasks,
the
likes
of
which
have
never
before
been
experienced.
Meeting
a
challenge
means
being
ready
to
be
involved
not
only
in
a
familiar
area
but
also
in
newer
and
more
complex
problems.
Meeting
a
challenge
relates
to
something
that
does
not
already
exist,
rather
it
is
anticipating
potential
outcomes
and
strategies.
Strive
to
continually
perfect
their
craft;
Set
and
work
to
attain
personal
high
standards;
Pursue
ongoing
learning;
Seek
precision,
mastery,
refinement
and
pride
in
their
artistry;
Generate
and
hold
clear
visions
and
goals;
Strive
for
exactness
of
critical
thought
processes
and
communication;
Test
and
revise,
constantly
honing
strategies
to
reach
goals;
Attend
to
what
they
know
and
what
they
still
need
to
learn.
Interdependence
Interdependent
people
have
a
sense
of
community:
we-ness"
as
much
as
"me-ness
(Sergiovanni,
1994).
They
are
altruistic.
They
value
consensus
being
willing
to
influence
and
be
influenced
by
the
group
in
service
of
group
goals.
They
contribute
themselves
to
a
common
good,
seek
collegiality
and
draw
on
the
resources
of
others.
They
regard
conflict
as
valuable,
trusting
their
abilities
to
manage
group
differences
in
productive
ways.
They
continue
to
learn
based
upon
their
feedback
from
others
and
from
their
consciousness
of
their
own
actions
and
effects
on
others.
They
seek
collaborative
engagement
knowing
that
all
of
us
is
more
effective
that
any
one
of
us.
Interdependence
means
knowing
that
we
will
benefit
from
participating
in,
contributing
to
our
work.
According
to
Lev
Vygotsky
(1978)
whos
work
concerned
itself
with
how
learning
unfolds
within
social
contexts,
suggests
that
interdependence
grows
intelligence:
"Every
function
in
cultural
development
appears
twice:
first,
on
the
social
level,
and
later
on
the
individual
level;
first
between
people
(inter-psychological),
and
then
inside
(intra-
psychological).
This
applies
equally
to
voluntary
attention,
to
logical
memory,
and
to
the
Insights
Name
Name
Name
Applications
2.
Recognizing
these
polarities,
informed
leaders
foster
not
only
individual
but
also
collective
efficacy,
consciousness,
flexibility,
craftsmanship
and
interdependenceto
produce
self-directed
persons
with
the
cognitive
capacity
for
high
performance
both
independently
and
as
members
of
a
community.
3.
Developing,
protecting
and
liberating
intellectual
capacities
is
the
most
critical
role
of
leadership
if
we
are
to
develop
fully
educated
students.
4.
Leaders
wear
many
hats.
Of
these,
Consulting,
Presenting,
Facilitating,
and
Coaching
can
influence
cognitive
development.
Mediating
is
the
most
powerful
function
for
enhancing
others
cognitive
capital
and
can
be
practiced
in
each
of
the
hats.
The
skills
of
mediation
are
acquired,
developed
and
practiced
by
the
most
effective
school
leaders.
5.
Teachers,
like
all
humans,
have
intellectual
capacities
that
can
be
grown,
transformed
and
refined
throughout
a
lifetime.
Such
intellectual
capacities
are
often
hidden,
sometimes
repressed,
and
never
fully
developed.
Under
certain
conditions
teachers
function
with
diminished
capacity
because
of
stress,
mistrust,
fatigue
or
other
emotional
factors
related
to
school
culture
and
organizational
procedures.
6.
Innate
within
all
humans
are
the
basic
drives
of:
Efficacy,
Consciousness4,
Flexibility,
Craftsmanship
and
Interdependence.
These
are
the
drivers
of
our
thoughts,
actions,
decisions,
interactions
and
relationships.
They
guide
the
moment-to-moment
decisions
of
classroom
teachers,
which
in
turn
produce
the
observable
actions
and
behaviours.
Conscious
and
skilful
leaders
by
enhancing
these
drivers
produce
results
in
greater
mindfulness
of
staff,
students,
individual
teachers
and
the
school
community.
Mindfulness
fosters
ultimate
effectiveness
in
all
human
pursuits.
7.
While
this
book
is
about
teacher
quality,
it
should
be
noted
that
these
qualities
are
dynamical,
interacting
and
being
influenced
by
many
environmental
factors
often
the
most
significant
being
the
school
culture
and
social
economic
position
of
the
community
and
students.
8.
The
quality
of
school
leadership
is
one
of
the
most
powerful
contributors
to
the
development
of
teacher
quality.
Standards,
test
scores
and
rubrics,
which
propose
to
define
quality
but
which
are
developed
and
imposed
from
outside
the
teachers
involvement,
9.
The
ultimate
purpose
of
any
supervisory
system
must
be
to
help
teachers
to
become
self-
supervising,
self-evaluating,
and
self-modifying.
As
British
author,
Jane
Austin
is
quoted
as
saying:
We
have
all
a
better
guide
in
ourselves,
if
we
would
attend
to
it,
than
any
other
person
can
be.
10.
The
role
of
leadership
is
to
help
teacher
develop
cognitive
capital
and
to
gain
the
power
of
attending
to
developing
and
guiding
themselves.
In
the
same
way
teachers
should
be
helping
students
to
gain
the
power
of
attending
to
and
guiding
themselves
as
well.