Fw: Presenting at histology conferences
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|From:||Don Hammer <email@example.com> (by way of histonet)|
Subject: Re: Presenting at histology conferences
> Oh, where oh where you when I gave my first.....second..... third......
> probably more presentations *nervous twinge* Perhaps your hints below
> could be made into a handout that NSH could provide to new presenters.
> Thanks for taking the time to respond to Sue.
> Don Hammer, Retired Guy
> ----- Original Message -----
> From: Ian Montgomery <firstname.lastname@example.org>
> To: <email@example.com>
> Sent: Monday, November 15, 1999 2:17 AM
> Subject: Re: Presenting at histology conferences
> > At 22:33 13/11/99 -0500, you wrote:
> > >Help! Does anyone out there in Histo Land know of a written guide for
> > >first time presentors? I am contemplating giving a short lecture in
> > >2000 at the annual Mohs conference in Denver. Save for extreme stage
> > >fright and no experience speaking to large groups of people I would
> > >plough through this challenge except I am one of those types who is
> > >too prepared for anything. Any suggestions, ideas, etc would be
> > >appreciated. Also how does one go about making overheads from notes?
> > >Thanks in advance.
> > >
> > >Sue Becker, HTL
> > >Albany, NY
> > >
> > Sue,
> > A short lecture - how long is short 10-15 minutes, 30 minutes. Tailor
> > talk to the time.
> > OVERHEADS.
> > Oveheads, pretty easy. If you have a computer prepare the text for the
> > overhead here then use a xerox with transparency sheets. KEEP THEM
> > don't cover the overhead with text, your audience with still be reading
> > when you move on. The overhead is also your guide to the lecture, use
> > each of the headings will allow you to expand on the theme and keep the
> > audience with you. DON'T have masses of overheads, keep the number down
> > a minimum, your audience can only absorb so much in the time allowed.
> > with overheads, don't switch from pointing at the overhead on the tablet
> > then on the projection screen, stick to one method. Depending on the
> > overhead point at the tablet. Personally I don't point at all with
> > overheads, I keep them simple enough for the audience to read clearly,
> > I use them as the guide to my lecture while I wax lyrically on each
> > heading. As a guide, they help you relax and follow the flow of the
> > lecture. Oh, keep your eye on the audience and make sure they have
> > reading the overhead, someone may be taking notes. If you want a couple
> > extra seconds don't whip the overhead away simply say 'Now in the next
> > overhead blah, blah, blah', then take it away. I know it's easy to say
> > if you give the impression of being relaxed you'll actually relax
> > SLIDES.
> > Slides, again don't have to many, keep to the minimum, but choose your
> > best. One good slide is worth several interesting but not so good. Again
> > structure the talk around the slides and use these as reminders. If the
> > lecture theatre has 2 screens USE THEM, a 2x2 slide on one and an
> > on the other, both directly relating to each other. Then you simply
> > the story teller in the middle. Pointer technique. - Whether a wooden
> > pointer or laser, DON'T let the pointer wander around the screen. Point
> > directly and hold it there. If the pointer wanders the eyes of the
> > will wander and you can cause confusion as to what you really mean.
> > GENERAL.
> > 1.) Make an outline of the entire lecture then decide what overheads and
> > slides would illustrate the major points. KEEP THE NUMBER WITHIN LIMITS.
> > Now write the lecture. Read it over slowly and time the entire talk,
> > yourself an extra couple of minutes for slide and overhead changes. As
> > develop your style you will be able to continue talking as these change.
> > you are within time, good, but if out either way then revise
> > Now write again as you will say it, spoken English differs slightly from
> > written. Check the new time. Commit to memory with the images of the
> > slides/overheads coming in and out as necessary.
> > People have various styles. Some come in with the entire lecture written
> > out then proceed to read it out verbatim, BORING. Others have cards with
> > the important points. Ok ,but you can lapse and start to read these out
> > a list, BORING. Plus, if a beginner you might mix them up then waste
> > sorting them out again. Be confident, practice beforehand and use the
> > overheads/slides as your giude to the lecture (number the overheads).
> > Benefits, your audience is at ease, this girl knows her subject , let's
> > and enjoy the talk.
> > 2.) Speak SLOWLY and CLEARLY, don't mumble, talk to the audience, keep
> > head up and look at them. Please, please, avoid the usual grammatical
> > faults of, ah, mmm, you know, you know, (what do we bloody know) after
> > minutes of you know or some other grammatical absurdity your audience
> > be driven mad. Practice the lecture in front of your mum, dad, partner,
> > anybody friendly, get the timing correct plus for every time you say ah,
> > mm, you know, give them 10$, then at the end see how much you have lost.
> > This can be very salutary. It also has the benefit of getting rid of
> > habits if you have picked them up over the years.
> > 3.) SMILE, look confident, as if your an old timer at this game. Never
> > say that this is your first time. If there is questioning after the talk
> > you can be picked on, but if you look and sound confident then potential
> > troublemakers will be afraid just in case YOU, make them, look foolish.
> > 4.) Have a few 'sucker slides or overheads'. If something hasn't come
> > clearly and you have examples of a feature in greater detail use them.
> > Simply say that in the time allowed you didn't have time to present this
> > data but if the questioner wants to speak to you in person please
> > me after. That usually shuts the buggers up.
> > 5.) Go for it, the first is always the worst and after the event not as
> > as you thought. Indeed, it is actually quite thrilling and you'll
> > get a 'high' doing it. The majority of audiences are friendly, even 240
> > medical students can be a good bunch. I once gave the same lecture 9
> > a week over a term so you can imagine by Friday afternoon I was telling
> > jokes and moonwalking, but, those were the good old days.
> > Ian.
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