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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.