Blog #30 – ADJUSTING A PRESENTATION TO FIT THE AUDIENCE
Every teacher needs to learn how to adjust their presentation to fit their audience. This is even applicable to parents, or to anyone making a presentation in general. In the case of teaching concepts to students or children, diagnosing strengths and weaknesses is very important. In this situation, I focus on asking questions that will give me a snapshot of a student’s basic knowledge, which will be needed in mastering future concepts that I plan to teach.
In the classroom, the teacher could administer a diagnostic test and the same could be done for students that are being tutored online. This technique of gathering information about whom you will be teaching is vital. Parents could do the same thing with their children. If you have not developed a diagnostic test, I suggest that you decide on what prerequisites are required for the teaching of certain concepts. For example, a student that needs to learn about basic division must first know how to multiply. Obviously your own experience and knowledge of division and multiplication would be important, however the Internet can also be useful for you to fill in the gaps of knowledge and help you create a good diagnostic test.
In the case of workshops, you may want to question your audience to determine what their needs are. For example, when I do Number Sense workshops I spend a few minutes at the beginning of my presentation to determine how much experience each member of the audience possesses. Although I might come in with an idea of what I want to teach, many times I find myself making changes to the content of my presentation. Once I was asked to do a Number Sense workshop for 3rd, 5th and 6th graders. I organized my materials and forwarded copies of what the participants needed. I arrived 45 minutes early and soon learned that some regular teachers were invited to be participants in the workshop so that they might learn how to teach mathematics more easily. At that moment my presentation need to be adjusted to accommodate for two distinctly different audiences.
Ten minutes before the presentation, I learned 2 students with disciplinary issues would be included, in hopes they might be motivated by my presentation. Before the inclusion of regular teachers and those 2 students, I was asked if it would be all right with me. I happily accepted the challenge. I only had a few minutes to develop a plan that could help 3rd, 4th and 5th graders who were eager to learn Number Sense, regular teachers that probably had no interest in Number Sense, and 2 students that were spending time in the office on a daily basis for being disruptive in class and whom kept telling the principal that mathematics was boring. Once I knew my audience, I proceeded to do a workshop that would help everyone. The counselors and teachers were present at the workshop to observe. I was able to engage the entire audience, including the 2 students. Following the workshop, the principal called to commend me for not shying away from the challenge. She then informed me that as she talked to members of each group, they all said the same thing. They told her that during the presentation, they felt that it was tailored made for them.
That has always been my goal when teaching. I want everyone to feel that the lesson was specifically developed for him or her, despite there being several types of learners in the crowd. Adjusting to your audience is important. Be prepared to make adjustments so that you can help as many members of the audience as possible.