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    "title" : "How to Present Like a Pro |Digital.gov",
    "description": "How to Present Like a Pro",
    "home_page_url" : "/preview/gsa/digitalgov.gov/bc-archive-content-3/","feed_url" : "/preview/gsa/digitalgov.gov/bc-archive-content-3/resources/how-to-present-like-a-pro/index.json","item" : [
    {"title" :"How to Present Like a Pro","deck" : "Presenting and Instructing via Streaming Video Using TV Pros’ Techniques","summary" : "Wendy Wagner-Smith of the Small Business Administration (SBA) shares her tips and tricks for presenting virtually.","date" : "2021-03-25T12:09:00-05:00","date_modified" : "2025-01-27T19:42:55-05:00","authors" : {"wendy-wagner-smith" : "Wendy Wagner-Smith","katherine-spivey" : "Katherine Spivey"},"topics" : {
        
            "communication" : "Communication",
            "customer-experience" : "Customer experience",
            "multimedia" : "Multimedia",
            "professional-development" : "Professional development"
            },"branch" : "bc-archive-content-3",
      "filename" :"how-to-present-like-a-pro.md",
      
      "filepath" :"resources/how-to-present-like-a-pro.md",
      "filepathURL" :"https://github.com/GSA/digitalgov.gov/blob/bc-archive-content-3/content/resources/how-to-present-like-a-pro.md",
      "editpathURL" :"https://github.com/GSA/digitalgov.gov/edit/bc-archive-content-3/content/resources/how-to-present-like-a-pro.md","slug" : "how-to-present-like-a-pro","url" : "/preview/gsa/digitalgov.gov/bc-archive-content-3/resources/how-to-present-like-a-pro/","weight" : "1","content" :"\u003cp\u003eWhen you are presenting on streaming video, you are essentially doing the same thing as a television news anchor. Try these common methods that television presenters use daily to improve your presentation skills in the “zoom” era:\u003c/p\u003e\n\u003ch2 id=\"techniques-of-tv-news-anchors\"\u003eTechniques of TV News Anchors\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eMaster the technology\u003c/strong\u003e—learn everything you can about whatever platform (Zoom, Microsoft Teams) you are using. Practice as often as possible.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eSmile and never stop\u003c/strong\u003e. Be on guard against resting ugly face. Keep your facial muscles engaged; hold your eyes open.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLift the camera\u003c/strong\u003e (raise the laptop) so you must look slightly upward. Use stacks of large books, weighted cardboard boxes, or a folding wire shelf used for school lockers to lift the laptop.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eBest posture\u003c/strong\u003e: Keep your chin parallel, shoulders down and relaxed, and SMILE.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eHands should be quiet\u003c/strong\u003e. Don’t wave or gesture.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eComfort is key\u003c/strong\u003e. In virtual training, you’re sitting for an hour or more. Keep water nearby—sips only.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eAccessories should be simple and not distracting\u003c/strong\u003e—Don’t wear jingly earrings, attention-grabbing hair accessories, or ostentatious clothes: No plaids, overwhelming patterns, pinstripes.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eSpeak clearly and at a moderate speed\u003c/strong\u003e (120-130 words per minute).\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eEnunciate clearly, pronounce correctly\u003c/strong\u003e.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLighting should be in front of you\u003c/strong\u003e. Position so you are just behind and underneath ceiling lights. No lights behind your face or from strong angles.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"virtual-classroom-management\"\u003eVirtual Classroom Management\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eGolden Rule of Virtual Teaching\u003c/strong\u003e: People have 50-minute bladders.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eKeep the lines open during breaks\u003c/strong\u003e to take questions from the eager or confused.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eAlways plan to end just a bit early but have a plan if you run late\u003c/strong\u003e. Give permission to leave on time, but appeal and ask students to stay if they are able.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eMics off for all participants\u003c/strong\u003e. Explain how to use the spacebar feature to speak without unmuting.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eEncourage liberal use of the chat feature\u003c/strong\u003e. Keep it public and open to everyone unless the class is unresponsive (\u003cstrong\u003ebut no sidebars\u003c/strong\u003e).\u003c/li\u003e\n\u003cli\u003eAcknowledge that many people prefer to stay off camera but \u003cstrong\u003eask that people stay on camera if possible\u003c/strong\u003e. Let the class know when you need to see faces; also cue them when it’s ok for them to turn off the camera.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"planting-seeds-and-engaging-students\"\u003ePlanting Seeds and Engaging Students\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eEngage students’ attention quickly\u003c/strong\u003e. Virtual training makes it easier for students to decline to actively participate in discussions or exercises. You may have to become the wizard behind the curtain to create the illusion that students are engaged and participating to prompt students to participate.\u003c/li\u003e\n\u003cli\u003eAs soon as all the administrative info is out of the way, \u003cstrong\u003ebegin by presenting a question, mystery, problem, or outrageous example\u003c/strong\u003e.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eFunny also counts\u003c/strong\u003e—but use humor with care. Even seemingly innocent jokes can deeply offend or hurt. Stick to “we’re all in this together”-type humor that most people will identify with because they have experienced something similar.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eAsk students to verbally respond\u003c/strong\u003e to the question or mystery or give an explanation of why/what makes your example a problem or outrageous.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"how-to-deliver-sticky-material\"\u003eHow to Deliver Sticky Material\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eResearch shows all humans need repetition\u003c/strong\u003e to learn and record a new concept, but adult humans need more repetition than children or teenagers.\u003c/li\u003e\n\u003cli\u003eSome research shows \u003cstrong\u003eadults must receive a message seven times before it sticks\u003c/strong\u003e; other research says at least three.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eMost adults absorb messages more readily with visual and aural stimulation\u003c/strong\u003e (images, graphics, video, music, catchy jingles; think about the cereal commercials of our childhoods). You must do much more preparatory work and practice to use these features effectively and well—not for beginners! Don’t get fancy and lose your students because of fumbling with the technology.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eConfidently prime the students’ readiness and expectation\u003c/strong\u003e. “You’re going to find this one thing more than any other will help with…”.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eDrop “gold nuggets” and mini calls-to-action throughout\u003c/strong\u003e. Gold nuggets are small concepts with significant interest or usefulness that you can add in to your narrative.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eReinforce important concepts with practice exercise\u003c/strong\u003e. Ideal—written exercises in a classroom; online, a typed exercise is ok; \u003cstrong\u003eparticipatory verbal exercise is best\u003c/strong\u003e.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"perfect-the-outro\"\u003ePerfect the Outro\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eCue that the end is near\u003c/strong\u003e.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eSum it up—and repeat\u003c/strong\u003e the most important concepts again.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eRepeat\u003c/strong\u003e the mini calls-to-action you’ve made throughout and give the class a significant action to take immediately after the class. Ask them to decide what actions they will take and how.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eAnswer\u003c/strong\u003e any remaining questions or open forum for questions.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"parting-gifts\"\u003eParting Gifts\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eGive\u003c/strong\u003e students something useful to take with them. Adult learners are more likely to feel incomplete after a class if they do not have \u003cstrong\u003ehandouts\u003c/strong\u003e.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eDevelop\u003c/strong\u003e a \u003cstrong\u003echecklist tool\u003c/strong\u003e and give it to students as the parting gift.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eAvoid\u003c/strong\u003e sharing digital files you did not create unless you have a license or rights to distribute.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"life-hacks-for-virtual-teachers\"\u003eLife Hacks for Virtual Teachers\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003ePractice out loud at least three times before you teach the class. Your ear or the ears of your helpers will quickly spot problems.\u003c/li\u003e\n\u003cli\u003eHave a bottle of water and a mint or gum handy. No chugging! Small, discreet sips only.\u003c/li\u003e\n\u003cli\u003eAlways have a pen and pad and timekeeping device.\u003c/li\u003e\n\u003cli\u003eAlways have a print-out of your class materials handy. It may save your life someday. Be ready to do the whole class with no (or glitchy) technology if necessary.\u003c/li\u003e\n\u003cli\u003eTurn off or silence phones or other devices (timers, etc.).\u003c/li\u003e\n\u003c/ul\u003e\n\u003chr\u003e\n\u003ch2 id=\"related-linksresources\"\u003eRelated links/resources\u003c/h2\u003e\n\u003cp\u003eYou may have the “zoomies,” the feeling that you will never be able to do this well. Don’t despair…you \u003cstrong\u003ecan\u003c/strong\u003e become a deft and talented expert using video streaming technologies. Most of them work basically the same way. Real skill comes from learning where additional features are located in different areas of the interface, speed of finding and activating features, etc.— and that happens only with practice.\u003c/p\u003e\n\u003cp\u003eThe following training resources are available online and helpful for learning how to appear to be a polished and suave presenter or instructor:\u003c/p\u003e\n\u003col\u003e\n\u003cli\u003e\u003ca href=\"https://www.thinkoutsidetheslide.com/4-options-for-how-to-present-a-powerpoint-slide-show-in-a-zoom-meeting/\"\u003eOptions for Presenting PowerPoint presentation Slides in Zoom\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://blog.zoom.us/mindful-meeting-tips/\"\u003eSimple Tips for Happier, More Productive Meetings\u003c/a\u003e (see their Mindful Meetings Checklist)\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://leapica.com/blog-zoom-tips-online-presenting/\"\u003e10 Secret Zoom Tips for Masterful and Stress-Free Online Presenting\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://www.youtube.com/watch?v=6i-NA563Ojk\"\u003eZoom Meeting: How to Use (with Breakout Group examples\u003c/a\u003e - George Kau Training Video\u003c/li\u003e\n\u003c/ol\u003e\n"}
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