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Lesson Plan: BSBCMM401 Make a presentation

Lesson Plan

BSBCMM401 Make a presentation

Table of Contents

Table of Contents 2

Overview 3

Resources 4

Preparation 5

Conducting Lessons 6

Induction 7

Session 1: Introduction 9

Session 1: Topic 1 - Prepare a presentation 10

Session 2: Topic 1 – Prepare a presentation 12

Session 3: Topic 2 – Deliver a presentation 15

Session 3: Topic 3 – Challenges 16

Session 4: Topic 4 – Review the presentation 17

Session 5, 6, 7 and 8: Review and Assessment 19

Overview

BSBCMM401 Make a presentation

Duration

4 weeks Content delivery: 2 weeks

Assessment: 2 weeks

Suggested Delivery

Week 1

Session 1: Introduction

Topic 1 - Prepare a presentation

Session 2: Topic 1 - Prepare a presentation

Week 2

Session 3: Topic 2 – Deliver a presentation

Topic 3 - Challenges

Session 4: Topic 4 – Review the presentation

Week 3

Session 5: Assessment

Session 6: Assessment

Week 4

Session 7: Assessment

Session 8: Assessment

Resources

Recommended texts

The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking

Links to sources of information on the Internet will also be given throughout the document. If the links are broken, copy and paste them into your web browser.

Web links:

Internet links to sources of information, videos or documents are also provided throughout the lesson plan.

If the links are broken, copy and paste them into your web browser.

Industry expertise

To enhance the industry relevance of this classroom-based training approach, we recommend that you identify an industry expert or experts, and invite them in to give short presentations to students.

These industry experts are not trainers, but are people who can provide expert industry information to students to assist them with their learning. Their presentation could last up to one hour, and be provided from week 2 onwards.

Preparation

Before you commence delivery of these lessons, take the time to undertake the following:

Read through this document from start to finish. If you have any queries about how an activity can best be carried out at your RTO, contact your supervisor for advice.

Read through the recommended texts.

Conduct further research on the Internet if any concepts are not clear for you.

Perform each of the activities and homework or self-study that you will give the students.

Before giving each session, read through each day’s plan, as some preparation may be required.

Sourcing videos

Checking web links

Preparing any technical resources required

Planning role-plays

Setting up activities such as presentations

General planning

Equipment

To carry out the Lesson Plan for this unit, the following equipment will be needed:

Computers with appropriate software and Internet access

Headsets

Whiteboard

Projector

Conducting Lessons

Lesson Context

A simulated work environment is to be used when carrying out these lessons.

Therefore, session activities:

Reflect real life work tasks.

Are required to be performed within industry standard timeframes as specified by assessors in relation to each task.

Are assessed using assessment criteria that relate to the quality of work expected by the industry.

Are performed to industry safety requirements as relevant.

Use authentic workplace documentation.

Require students to work with others as part of a team.

Require students to plan and prioritise competing work tasks.

Involve the use of standard, workplace equipment such as computers and software.

Ensure that students are required to consider workplace constraints such as time and budgets.

Written activities

Activities provided throughout the lesson plan can be undertaken as homework and submitted to the trainer/assessor and/or conducted within the lesson as an observed task.

Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.”

Practical observations

Practical observations provide opportunities for students to demonstrate both knowledge and skills.

Observe performance from an appropriate position.

Record appropriate comments and use for feedback purposes.

Homework/Self-study

At the end of each session homework/self-study can be set at the discretion of the Assessor. Suggested activities are also provided.

Induction

The following slideshow outlines the induction information provided below for this unit:

Induction.pptx. The trainer/assessor can adapt the information as relevant.

Induction and administrative procedures

Provide your RTO’s induction and housekeeping procedures, or follow the suggested outline:

Cover any general housekeeping such as:

· trainer/assessor administration

· emergency procedures

· location of toilets and fire exits

· WHS, security

· break times

· plagiarism and any other policies and procedures that the college requires the student to acknowledge or read and agree to, such as mobile phone policies or Internet usage policies.

Folder management and naming documents

Discuss and demonstrate where and how you would like students to save their work.

As a guide, students should keep all their work for this unit in a folder that has the unit code as its name, along with the student’s name.

Macintosh HD:Users:nicolehaggerty:Desktop:6.tiffFor example:

Any activities and assessment tasks should then be saved to this folder.

Students should name documents logically within the folder structure, it should include:

· Unit code

· Task number

· Task name

· Student last name (optional)

· The date or version number (optional)

For example:

Macintosh HD:Users:nicolehaggerty:Desktop:4.tiff

Back up

Students should always have a back up of their work on a different device. If the college has a network drive encourage students to use the drive and then back up to a USB or removable hard drive. If they are using a USB to save files then they should keep a back up on their laptop or home computer.

Lesson overview

Provide the students with an overview of the unit and how it will be structured and delivered.

An outline of the suggested delivery is provided on the slide.

Assessment

The assessment is provided in a separate document and should be made available to the students along with the deadlines and procedures for submission.

Session 1: Introduction

Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking p118

Different types of presentation p119

Activity: Video

Show the video http://www.youtube.com/watch?v=i68a6M5FFBc

Also show students this video by J. D. Jefferys (from publicspeakingskills.com) on YouTube. Mr Jefferys demonstrates many of the points covered in this section through this presentation on skills: http://www.youtube.com/watch?v=whTwjG4ZIJg

Ask students to consider the following questions after watching the video. Discuss as a class their responses.

1. What was the most noticeable aspect of the presentation?

2. List three things that you think were effective.

3. How did the speaker engage the audience?

4. What would you like to be able to do as well as this speaker, if anything?

5. Are there any ways that you would like to change what you did in the first activity after watching this video?

Activity: Online presentational software

Students are to research one of the following online presentation software applications:

http://www.prezi.com

http://www.slideshare.net

http://www.visme.co

They will be using one of these later in the course so should look at the features of each and sign up/register for one of them.

They do not need to learn the software at this point.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 1: Topic 1 - Prepare a presentation

Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition (2016)

Chapter 5: Presentations and Public Speaking p118

Plan the presentation or speech p122

Activity: Planning a speech

Provide the students with the following scenario:

You have been given the task of developing an elevator talk – the talk is to be selling either a service or product (of your choice).

1. Undertake the following activities:

i) write down a structure for your talk – it will only be for 1 minute

ii) list the intended outcomes of giving the speech

iii) make some prompt notes

iv) practice your talk

2. Split the students into pairs.

Each should present their speech to the other as if they are in an elevator.

3. Each group is to present their meet and greet in front of the rest of the class. Each group can ‘perform’ their initial greeting then swap roles so that there will be two presentations per group. The meet and greet should last for at least 1 minute.

Feedback

Discuss feedback with the whole class, how can a presentation be evaluated?

provide feedback to each group and ask their peers to do the same.

Evaluation

Students should then write an evaluation on their role play:

· were they nervous

· did the meeting go as they planned

· did they prepare enough

· was the meet and greet a success

· what would they do differently

Activity - Video Clip

Show the following videos, which provide tips and inspiration for giving good presentations:

http://www.youtube.com/watch?v=2-ntLGOyHw4 Steve Jobs techniques

http://www.youtube.com/watch?v=bt8YFCveNpY Body Language

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

TEXT: The Business Communication Handbook, Judith Dwyer, 10th Edition (2016)

PRACTICE EXERCISES 5.1 p125

Students can work in groups to undertake the activities list

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 2: Topic 1 – Prepare a presentation

Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking p118

Prepare the presentation or speech p126

GROUP ACTIVITY: Buy this!

This activity is to provide students with practice in planning and presentation.

Divide the class into small groups of 3 or 4

Each group member has to try to sell a product to the other members of the group in 3-5 minutes.

They assume the role of a member of an Advertising Agency.

· allow 10-15 minutes of class time for preparation and strategy and structure of their argument.

They can sell any item or object, whether present in the room or not.

This activity is designed to give students practice in planning a short presentation. The content is not especially important but the sequence of the argument is.

The following link from the University of Leicester provides some further tips for planning a presentation: http://www2.le.ac.uk/offices/ld/resources/presentations/planning-presentation

Mini-Project: Presentation – plan

Students are to plan and prepare for a presentation, which will later be delivered and presented to the rest of the class.

The presentation should be chosen by the students but agreed by the trainer.

If the students would like a theme the trainer could provide a few ideas such as introducing a new product, presenting ideas for a marketing advertisement, discussing social media for use in an advertising campaign.

The trainer will need to allocate the appropriate timings for the delivery of the presentations.

Instructions:

The plan should be a written document and cover the following points:

· select the type of presentation that will be given and explain why you have chosen this method

· list the intended outcomes of the presentation

· outline:

· the purpose

· audience

· context and setting

· identify the main ideas

· research the supporting material that will be used (this could be weblinks, information, graphics, documentation, storyboards,etc)

· state how you will deliver your presentation (ie using software, visual aids or paper-based materials)

· provide a summary of roles for your audience (for example “The audience will be the client and have been awaiting to hear what options the agency have developed”. They are excited and like to ask questions.

· select a technique that can be used to evaluate your own presentation

· state what software you will use to support the delivery of your presentation

Discuss each of the above points with the class so that they are clear on each task.

Allow enough time for students to prepare and ensure that each topic has been approved.

Mini-Project: Software for presentations

After students have completed the plan for their presentation they will need to start preparing the content. Before doing so they must decide how the presentational software that they are using will be incorporated into the delivery.

The trainer/assessor should demonstrate the features and functions of at least one presentation software. This could be PowerPoint, Prezi, Keynote or a similar software. Whilst doing so the trainer/assessor should also discuss how the software aids the presentation and how it is used in the delivery.

This session should be used for students to investigate all the functions and features of the presentation software that they have chosen to use, such as animation of slides, inserting graphs, pie charts and clip art/images.

Some students may already be comfortable using their chosen software. It is suggested however that they brush up their skills by creating a simple slideshow – keeping in mind it will be used as a presentational aid; even if they know how to use the software they may not know how to use it for an actual presentation, therefore the structure and content would be specific to giving a presentation.

Mini-Project: Prepare presentation

After students have completed the plan for their presentation they will need to start preparing the structure and content.

They should create a rough storyboard or draft for the presentation and start to construct the presentation using their chosen software.

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 3: Topic 2 – Deliver a presentation

Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition 2016

Chapter 5: Presentations and Public Speaking p118

Deliver the presentation or speech p129

Non –verbal communication p130

The university of Leicester have a few tips for delivering presentations:

http://www2.le.ac.uk/offices/ld/resources/presentations/delivering-presentation

Video clips on delivering presentations

https://www.youtube.com/watch?v=tShavGuo0_E

https://www.youtube.com/watch?v=zJkMZwAXWbY

https://www.youtube.com/watch?v=OnFVFfAImEg

https://www.youtube.com/watch?v=wQN2doxPeoc

Mini-Project: Deliver a presentation

Students should now be completing their presentations and practicing their delivery.

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

Continue to work on projects.

Session 3: Topic 3 – Challenges

Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition 2016

Chapter 5: Presentations and Public Speaking p118

Manage challenging audience members p131

Learning activity: Two minute presentation – Role Play

· In small groups of three or four, learners role-play possible reactions to an unforeseen incident that might occur during a presentation.

· Each person in the group can take turns to be the speaker while the others act as the audience. The problems can be on cards and one of the audience members can decide when to announce the interruption or problem.

· The speaker must deal with the problem on the spot and continue for another minute. The group can then discuss how that solution worked and other possible ways of dealing with the incident.

· Possible incidents list (add others from your experience):

· the power fails and all lights and powered accessories go off

· the microphone starts buzzing loudly

· an audience member suddenly falls ill (for example, faints)

· the fire alarm starts

· the presenter knocks over a book which slams on the ground

· half of the audience leave ater 5 mins

· a phone keeps beeping/buzzing/ringing

· there is a commotion outside and everyone runs to the window halfway through the presentation

Homework/Self-Study

Students should complete any outstanding reading or activities from the session.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 4: Topic 4 – Review the presentation

Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition 2016

Chapter 5: Presentations and Public Speaking p118

Review the presentation or speech p132

GROUP ACTIVITY: Peer evaluation

Part of the Assessment task requires students to seek feedback on their presentation through the use of questioning. They will all require similar feedback so this could be designed as a group activity whereby the students can discuss the prompts that could be used and what should be included in the sheet.

· Discuss evaluation and feedback

· Brainstorm prompts/layout for sheet

· Each student to create their own feedback sheet that can be used to evaluate their own presentations

Encourage students to:

· Create their own headings;

· Decide on what aspects of the presentation they are interested in receiving feedback on and construct objective statements about them;

· Design an appropriate layout to use

Discuss constructive criticism and how feedback is used to evaluate performance.

Activity: Presentations

Students should continue to work on their presentations and evaluation sheets.

The trainer/assessor should set up and prepare an appropriate location for students to deliver their presentations and consult with students on their requirements for their presentation.

Activity: Deliver a presentation

Before each student presents, they should provide an evaluation/feedback sheet for the “audience” to complete.

The trainer/assessor should provide feedback after each presentation.

Coach the students and support with any issues they may have.

Any students not attending the day’s session should be given the opportunity in the following day to deliver their presentation.

After students have delivered their presentation they should collect the feedback/evaluation from the audience and analyse the responses.

They are then to write a brief evaluation of the presentation:

- how they think their presentation went

- the general feedback received

- any suggested changes that they would incorporate into their presentation

- feedback received that has helped

- things they would personally change or work on to design and deliver a better presentation

Activity: Review Questions – Chapter 5

Activities from the text

Review questions p136

Exploring the web p139

Case Study1: Fasdel Transport Company

Case Study2: Nadia’s professional approach to public speaking

Students should type their answers in a word processed document and submit to the trainer.

Session 5, 6, 7 and 8: Review and Assessment

The content of this unit has now been covered. The next two weeks have been allocated for trainer/assessor review and student completion of assessment tasks.

Review and completion

Allocate time for students to complete any outstanding activities, reading, role-plays, meetings, presentations or further tasks that require observation or submission to the trainer/assessor.

The trainer/assessor should allow time to review any topics or activities undertaken by students to consolidate their learning.

Discuss the Assessment Tasks

Take time to discuss each task in detail if required, and ensure that the students understand the assessment procedures, submission instructions and deadlines.

Students should use these sessions to work on their assessment tasks, with support from the trainer/assessor.

Short Answer Test

Allocate one hour for the completion of Assessment Task 1 – Short answer test. This is an open book test but is required to take place under supervision test conditions.

Support

The trainer/assessor should provide as much support as is appropriate for students whilst they undertake their assessment tasks. The trainer/assessor may have to timetable meetings or role-play’s that require observation for assessment so it is important to ensure that this has been considered into the lesson planning over the last two weeks of assessment.

Housekeeping

Provide some time at the end of the last session for housekeeping such as administrational duties, student feedback and farewells.

Page 8 of 19

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BSBCMM401/BSBCMM401 Mapping/BSBCMM401 Assessment Mapping 19-03-17.docx

BSBCMM401 Make a presentation Assessment Mapping Guide

Unit Mapping

BSBCMM401 Make a presentation

Application

This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.

This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements and Performance Criteria

Element

Performance criteria

Assessed in

1. Prepare a presentation

1.1 Plan and document presentation approach and intended outcomes

AT 2

1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed

AT 2

1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas

AT 2

1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation

AT 2

1.5 Select techniques to evaluate presentation effectiveness

AT2

2. Deliver a presentation

2.1 Explain and discuss desired outcomes of the presentation with the target audience

AT 3

2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas

AT 3

2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes

AT 3

2.4 Use persuasive communication techniques to secure audience interest

AT 3

2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences

AT 3

2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding

AT 3

3. Review the presentation

3.1 Implement techniques to review the effectiveness of the presentation

AT 3

3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation

AT 3

3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

AT 3

Foundation Skills

Skills

Description

Assessed in

Reading

· Reviews and analyses documents to identify information relevant to a specific presentation

AT2

Writing

· Develops material to convey ideas and information to target audience in an engaging way

AT2

Oral Communication

· Presents information using words and non-verbal features appropriate to the audience and context

AT3

· Uses listening and questioning techniques to gather information required to develop or modify presentations

AT3

· Interprets audience reactions and changes words or non-verbal features accordingly

AT3

Interact with others

· Selects and uses appropriate conventions and protocols to encourage interaction or to present information

AT3

· Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

AT3

· Recognises the need to alter personal communication style in response to the needs or expectations of others

AT3

Get the work done

· Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

AT3

· Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas

AT3

· Uses the main features and functions of digital tools to complete work tasks

AT3

Performance Evidence

Evidence of the ability to:

Assessed in

· prepare and deliver presentations related to occupation or area of interest