Download Session3-Cal

California RET
Communications – Session 3
The politics of project management.
• Who supports you in the
administration?
• Who supports you among your
colleagues?
• Who’s support do you need to
implement your curriculum innovation?
• How can you get this support?
Resources
• What resources do you have?
• What resources do you need?
• How can you maximize what you have
and procure what you need?
Collaborators
• Who do you need to work with to make your
project a success?
• How can you approach these collaborators to
bring them ‘on board?’
• What benefits can you offer collaborators to
prompt their commitment?
Marketing
• Who do you need to market your
project to?
• What about your project will appeal to
these publics?
Outcomes
• Are you project outcomes reasonable
and achievable?
• How can you align your project goals
with district, building, or discipline
objectives?
Planning
• Do you have a sound goal-hypothesis?
• Can you break your goal down into
objective stages?
• Do you have a timeline?
– Marketing
– Resources/budget
– Classroom implementation
– Assessment
Hypothesis
Outline
Informal Discussion
Report
Formal Presentation
Project Implementation
OUTLINES
1. Providing a skeletal overview of the
entire document
2. Guaranteeing that all requirements
and criteria of the audience (funder,
in this case) are met
3. Establishing the logic of the approach
to the research
4. Serving as a project management
plan.
Outlines
• Use sentence fragments (parallel)
• Cover each key point you want to
explain/report
• Do not outline the table of contents or
the abstract
• Do outline the appendices
Traditional Outlines
Traditional outlines are those using the following numbering and
lettering system:
TITLE
I. First-level division
A. Second-level division
1. Third-level division
a. Fourth-level division
(1) Fifth-level division
(a) Sixth-level division
II. First-level division
A. Second-level division
B. Second-level division
Avoid writing and editing at the
same time.
Presentation Guidelines
Good presentations?s
Weak Presentations?
Introduction
Delivering your presentations effectively
involves using a four-step process:
Plan, Prepare, Practice, and Present.
Follow these guidelines and you and
your message will have high impact on
your audiences.
Plan
• Understand and describe your
audience:
– Knowledge
– Experience
– Needs
– Goals
Plan (cont’d)
• Define the purpose of your talk based on the
outcome you seek with your audience:
– Inform
– Persuade
– Motivate to action
– Sell
– Teach
– Train
TIP
Identify and organize your
key points
Prepare (cont’d)
• Prepare an attention-getting opening:
– Use a question related to audience need.
– Pay a sincere compliment.
– Relate a relevant incident.
– Tell a humorous story.
– Outline your key points.
Prepare (cont’d)
• Illustrate and support Key Points with
evidence and visuals:
– Statistics
– Analogies
– Demonstrations
– Testimonials
– Incidents
– Exhibits
TIP
Develop transitions or
bridges between key points.
Figure 14.1 Chartjunk and Clear Art
Figure 14.2 Different Graphic Emphasizing Different Points
Figure 14.3 Color Used for Emphasis
Figure 14.15 Line Graph
Figure 14.6 Contrast in a Transparency (left) and a Slide (right)
Figure 14.10 Text Table
Figure 14.12 Effective Bar Graph
Table 14.1 Modifying the Basic Bar Graph: Grouped bar graph
Table 14.1b Modifying the Basic Bar Graph: Subdivided bar graph (text page 383)
Figure 14.13 Pictograph
Figure 14.14 Misleading Pictograph (text page 385)
Figure 14.27 Cropping a Photograph (text page 395)
Prepare (cont’d)
•
•
•
•
The visuals should support
The powerpoint should outline
The background should not distract
Animation should highlight key points
Prepare (cont’d)
• Prepare a memorable close:
– Dramatize your ideas
– Throw down a challenge
– Use a motivating statement
– Restate the key benefit
– Deliver a convincing summary
Practice (cont’d)
• Practice your presentation before an
audience, coach, video camera.
Receive feedback and coaching on
these elements:
– Strong opening
– Clear key points
– Logical flow
– Credible evidence
Questions?
Keys To a Good Presentation
•
•
•
•
•
•
•
Eye Contact
Body gestures and position
Organize your talk for the audience
Engage your audience
Speak loudly and slowly
Use inflexion – don’t read
Don’t block the screen
VERB Agreement
In the past three months, a
new series of low-priced
computers (has been
released, have been released).
Discussion: Because the subject
"series" is singular in this sentence,
the correct verb is "has."
The insurance company hopes that neither
the architect nor the construction firm (are
held, is held) liable.
Discussion: With a "neither/nor"
construction of the subject, the
number of the noun closest to the verb
determines the number of the verb. In
this case, because the noun "firm" is
singular, the verb is singular.
In the next section, the
criteria for assessing each
system (are given, is given).
Discussion: The noun "criteria" is
plural.
To connect a temperature measurement
circuit to the HC11 microcontroller, we
added new hardware and developed new
software. The added hardware controlled
both the measurement and the display of
the temperature. This hardware (included,
includes) light emitting diodes that (attach,
attached) to Port B.
Discussion: In the first two sentences, the author has
adopted a reference frame in which the circuit existed
in the past. Therefore, for the rest of the document,
that reference frame must be maintained. In reports
that document the completion of a project, engineers
and scientists usually adopt a reference frame that
exists after the experiment or design has been
disassembled. In progress reports, engineers and
scientists usually adopt a reference frame in which the
experiment or design still exists.
To connect a temperature measurement circuit to
the HC11 microcontroller, we added new hardware
and developed new software. The added hardware
controlled both the measurement and the display of
the temperature. This hardware included light
emitting diodes that attached to Port B. Figure 1
(showed, shows) a schematic of this hardware.
Discussion: Present tense is used here
because the figure continues to show
the readers a schematic of the
hardware, even though the actual
hardware has been disassembled. Such
a use of present tense in the same
paragraph that contains verbs in the
past tense is not a tense error because
the reference frame for the document
remains constant.
Conclusion. This report (has presented, presented,
presents) a design of a temperature measurement circuit for
the HC11 microcontroller.
Discussion: The present perfect tense (has
presented) is used here because most of the
"presenting" has occurred in the past, but
some "presenting" still remains. Note that in
the "Introduction" of this report the tense
choice for this sentence would be the present
tense.
Verbs
•
•
•
•
•
•
Present
Past
Future
Present Perfect
Past Perfect
Future Perfect
They
They
They
They
study.
studied.
will study.
have studied.
(past/present
action)
They had studied. (past/past action)
They will have studied.(present/future
action)
Verbs- Progressive
Continuing
•
•
•
•
•
•
Present
Past
Future
Present Perfect
Past Perfect
Future Perfect
They are studying.
They were studying.
They will be studying.
They have been studying.
They had been studying.
They will have been studying.
Passive
• Emphasis on thing performing action
• Do not overuse because it deadens your
writing
Varying Tenses
•
•
•
•
•
•
•
Present / Past Perfect
Present / Present Perfect
Present / Future Perfect
Past / Present Perfect
Past / Past Perfect
Future / Present Perfect
Future / Future Perfect
example
Yesterday, we analyzed the samples for any
traces of zinc ore. We found none. Today,
however, we were reexamining the sample
when we found two promising pieces of
rock.
example
Yesterday, we analyzed (past) the samples
for any traces of zinc ore. We found (past)
none. Today, however, we were
reexamining (past progressive) the sample
when we found (past) two promising pieces
of rock.
example
These samples have veins like zinc ore,
although their color is not quite right.
Therefore, the research team will be
reviewing all the rock samples for the
presence of zinc.
example
These samples have (present) veins like zinc
ore, although their color is (present) not
quite right. Therefore, the research team
will be reviewing (future progressive) all the
rock samples for the presence of zinc.
other rules
• Record in the past tense experiments
and tests performed in the past:
– The second run produced flawed data
because the heating unit failed. We were
not able to detect the failure until the run
was almost over.
• Use the present tense for scientific facts
and truths:
– Water freezes at 32°F, unless a chemical in
the water changes its freezing point.
other rules
• Use the present tense to discuss data within
a published report:
– The slope of the temperature curve decreases
sharply at 20 minutes. The figures in table 3—14
document this decrease.
• Shift from present to past tense as necessary
to refer to research studies and prior papers.
When you are discussing an author and his or
her research, use the past tense:
– Jones (1976) studied a limited dose of the drug.
He concluded that no harmful side effects
occurred.
other rules
• When you are discussing different
current theories, use the present tense:
– Jones (1976) argues that limited doses of
the drug produce no harmful side effects.
His data, however, are flawed because he
failed to distinguish between the natural
and synthetic versions of the drug.