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Tips For Better CLE Presentations

This document provides tips for improving CLE presentations. It recommends beginning with an engaging narrative or activity to draw learners in cognitively and emotionally. Presenters should build in time for reflection and involve learners through activities to help retention of the material. Creating a supportive learning environment through respect and collaboration is also important. The document suggests ending with an application exercise and using evaluations to further learning.

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62 views2 pages

Tips For Better CLE Presentations

This document provides tips for improving CLE presentations. It recommends beginning with an engaging narrative or activity to draw learners in cognitively and emotionally. Presenters should build in time for reflection and involve learners through activities to help retention of the material. Creating a supportive learning environment through respect and collaboration is also important. The document suggests ending with an application exercise and using evaluations to further learning.

Uploaded by

aeua
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Tips for Better CLE Presentations

1. Begin with a relevant story, case study, difficult question, cartoon, quote, short
scripted role-play, or having the learners recall a past experience that pulls your
learners in both cognitively and affectively. Neuroscience studies show that our brains are
hardwired for narrative storytelling and learning begins with this emotion-laden, “here and
now” type experience.

2. Build time for learners to engage in reflection. Be comfortable with a few moments of
silence for your learners to reflect upon their experience. Create opportunities for learners to
share their ideas with others in small groups.

3. Use activities and techniques that involve the learners. We retain only 10-20% of
what we hear during a lecture. But when we apply the new knowledge or skills in an active
way, we retain up to 80%. Learning requires active participation.

4. Create a conducive learning community by connecting with your learners, by having


your learners connect with each other through discussion and interactive exercises, and by
showing respect at all times for your learners and your subject matter. An environment that
fosters learning is relaxed but stimulating, collaborative rather than competitive, and free
from fear, ridicule, and excessive stress. Greeting attendees at the door, nametags, room
setup, physical comfort, refreshments, etc., help to create this environment.

5. Provide handouts that are useful, practical guides such as checklists, flowcharts, top
ten lists, “attorney’s toolbox,” etc. Don’t confuse PowerPoint slides with a handout. Think
FORC: forms, outlines (annotated), resources, and charts.

6. End every session with an application exercise that involves the learners.
• Role play (unscripted this time) • Plans of action
• Individual or group mini-projects • Problem-solving
• Video practice session • Debates by the learners
• "What if" situations

7. Use the evaluation as part of the learning process. Ask questions that require the learner
to reflect upon and apply the material. Examples include: What is the most important thing you
learned at this session? What will you do differently as a result of this session?

8. Divide your agenda into 20-30 minute modules. Then change the activity every 10 minutes
as research since the 1960’s shows that our attention span is only 9 minutes.

9. Use Learning Objectives to focus your attention on the learners. What will the learners be
able? What are your learners change of attitude, knowledge, and skills?

10. Never read your paper or PowerPoint slides. Be confident enough in your material to
present it in a conversational way.

11. Don’t confuse your slides with your handout. There are four parts to a presentation:
what you’re going say, what the learners will be doing, your handout, and your PowerPoint
slides, if you decide to use PowerPoint. Outline your presentation off-line, prepare your
handouts, and then think about your slides.
Using Faculty Wisely:

Consider the following in choosing someone to …


1. give a lecture: subject matter expert, understands the interests and skill level of the learners,
good presentation skills, comfortably engages the audience in dialogue.

2. moderate a panel discussion : sufficiently knowledgeable to ask good questions, tactful but
not shy about interrupting to clarify or move discussion; listens well enough to draw contracts
and comparisons and connections among panel perspectives.

3. facilitate discussion among learners: very good listener, knowledgeable but won’t impose
“right” answer, skilled at asking questions that make people think.

4. teach a skill: models the skill well, breaks skill into component parts and teaches sub-skills,
good coaching skills, gives constructive feedback.

Online teaching:

Determine that your learning objectives (how you want the learners to change in terms of
knowledge, attitude, behavior), are appropriate for online teaching.
Web-based instruction is appropriate for:
• Memorizing terms and concepts • Evaluating information
• Applying rules • Solving a problem
• Analyzing or synthesizing data
Web-based instruction is problematic for:
• Changing attitudes • Exploring alternative perspectives
• Reflection on values
Web-based instruction is not appropriate for:
• Practicing most skills • Engaging in physical activity

References
American Law Institute/American Bar Association Committee on Continuing Professional Education.
(2001). Teaching for Better Learning: Adult Education in CLE. American Law Institute.
Ballard-Reisch. D. & Elton, M. (2001). Fifteen PowerPoint tips. Faculty Development for the Judicial
College of the Supreme Court of Ohio, Columbus, OH.
McDaniel, K. & McDaniel, T. (2005). The perils of PowerPoint. The National Teaching and Learning
Forum, Vol 14, No. 4. James Rhem & associates, LLC: Madison, WI.
Murrell, P. & Story, K. (2006). Ten tips for better judicial branch education. Leadership Institute in Judicial
Education, Center for the Study of Higher Education, University of Memphis, Memphis, TN.
Reynolds, G. (2008) Presentation Zen: Simple ideas on presentation design and delivery. New Riders:
Berkeley.

Kathy Story MA JD Story Consulting: Leadership and Learning for the Legal Professions
kathystoryconsulting@gmail.com; 901.849.4680

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