LET’S UNFREEZE!

CIRCLE
OF
FRIENDS
PROFILE!

WHAT’S THE
PROFILE
LET’S UNFREEZE!
 WORKSHOP OBJECTIVES
At the end of the session, YOU will be able to:

 Y-OU (Assess your comfort

zone/skills in delivering
presentations

 F-ACILITATOR (Review and learn

tips and techniques for effective
presentations

 D-O (Demonstrate learned skills)

Let us do a
quick exercise.
Therefore,
A PRESENTATION is…
 Planned
 Organized
 Uses Visual Aids
 Tailored for a Specific
Audience
 PREPARING FOR A PRESENTATION

 Define Objective
 Analyze Audience
 Plan Your Design
 Collect Materials to Illustrate Points
 Construct Your Presentation
 Choose Your Visual Aids
 Practice! Practice! Practice!
SOME QUESTIONS TO HELP DETERMINE YOUR
AUDIENCE

 What is their work background, social

background, educational level?
 What do they need? Want?
 What “turns them on”?
 What do they expect in terms of
content? Presentation style?
FACILITATION
WHAT IS FACILITATION?
 WHAT IS FACILITATION?
Guiding learner(s) through the
change process; implementing
change through
planned/unplanned actions
 BASIC KSAs REQUIRED OF A
FACILITATOR

KNOWLEDGE
• Subject Matter
• Organization
• Adult learning process
• Instructional Methods
BASIC KSAs REQUIRED OF A
FACILITATOR
BASIC KSAs REQUIRED OF A
FACILITATOR
ROLES OF A FACILITATOR
WHAT TO LOOK FOR IN A GROUP
  Participants’ level of
involvement in all activities

 Monitors the energy level of

the participants during
sessions
 Senses the needs of the
participants that may affect
the learning process
 QUESTIONING SKILLS
QUESTIONING SKILLS

• Formulates questions in a
simple manner
 Asks questions that are clear
and focused
 Formulates follow-up questions
to clarify participants’
responses  
 QUESTIONING SKILLS

• Asks questions that involve Higher

Order Thinking Skills (HOTS) 
• Acknowledges participants’ responses
 QUESTIONING SKILLS

• Solicits, accepts and

acts on feedback from
participants 
• Processes responses
with probing questions
to elicit the desired
outcome
 LISTENING SKILLS

• Listens and understands

the meaning of what had
been said

• Responds positively to
participants’ insights
 ATTENDING SKILLS

• Clarifies and checks

understanding of
what was heard

• Reacts to ideas not to

the person
ATTENDING SKILLS

• Clarifies and checks

understanding of what
was heard

• Reacts to ideas not to

the person
 INTEGRATING SKILLS

• Highlights important results of the

activity that lead to the attainment of
the objectives of the session

• Deepens and broadens

participants’ outlook on
the significance of the
outputs
ORAL COMMUNICATION SKILLS

 Expresses ideas with

clarity, logic and in
grammatically correct
sentences
• Speaks with a well-
modulated voice
• Delivers ideas with
confidence and sincerity
SKILLS IN USING TRAINING AIDS

• Employs appropriate and

updated aids

• Makes training aids that

are simple and clear
SKILLS IN USING TRAINING AIDS

• Uses training aids that

are attractive and
interesting
• Utilizes training aids
that are socially,
culturally, and gender-
fair
 VALUABLE TIPS
• Become aware of distracting
mannerisms.
• Use a pointer appropriately.
• Be willing to change your approach or
material to meet the needs of
participants.
• Affirm participants’ responses.
• Plan introductions of other presenters.
• Don’t make excuses.

DEPARTMENT OF EDUCATION
 VALUABLE TIPS
• Check the room and materials ahead
of time.
•Start promptly.
• Remember the first 5 minutes set the
tone.
• Greet people as they enter.
• Speak confidently and with respect.
• Look for a friendly face.
• Make sure that your appearance is
appropriate (dress code).
DEPARTMENT OF EDUCATION
 VALUABLE TIPS

• Establish & maintain rapport with

participants
• Create a non-threatening atmosphere
(i.e. make participants feel at ease)
• Open and close the session with impact
• Establish consistency/congruency
between content and feeling
• Express self in a persuasive manner

DEPARTMENT OF EDUCATION
 POWERPOINT PRESENTATION

• Present one idea or concept per

slide.
• Print in large letters.
• Limit to six or seven lines
with six to eight words per line.
• Use color for effect.

DEPARTMENT OF EDUCATION
PERSON AND PLATFORM
SKILLS
 PERSON SKILLS

 Posture
 Movement
 Gesture
 Eye contact
 Voice
 Appearance
 BODY CONTROL

 Head and Facial

Expression
 Shoulder and Chest

 Hands and Hips

 Legs and Feet

HEAD AND FACIAL EXPRESSION

 IDEAL
stable head, alive,
facial expression
consistent with
message
HEAD AND FACIAL EXPRESSION

BAD HABITS
bowed, rotating,
moving sideways,
always nodding,
detached
 UPPER BODY
IDEAL:
Chest out, stable shoulder

BAD HABITS:
deflated chest, shoulders
slumped, rotating, up and
down movements, forward
and backward movements
 MIDDLE BODY

IDEAL
Hips and hands stable.
Hands in side position.
MIDDLE BODY
BAD HABITS:
 Hips rotating, side
movements, forward and
backward movements.
 Hands: the “butterfly”,
scratching, finger
movements, the “cowboy”,
the “fig leaf”, “on the draw”
 LOWER BODY

IDEAL: legs stable and in

balanced position, feet
stable

BAD HABITS: Shaking

leg(s), weight balance on
one leg, up and down
movement, “dancing”
 PACING
 To increase pace, use
less examples and
pauses

 To slow down pace,

use more examples
and pauses
 WHY GESTURE?

 They clarify and support your words

 They dramatize your ideas
 They lend emphasis and vitality to your
words
 They help dissipate your nervous tension
 They function as visual aids
 They stimulate audience participation
 They are highly visible
 EYE CONTACT
Let’s do some more improvisations
EXERCISE ON EYE CONTACT
 ROUND 1: In dyads, no words, focus
on partner’s eyes for 3 seconds

 ROUND 2: In dyads, keep eyes on

partner, talk about something. If partner
looks away, tap on the knee

 ROUND 3: Up on the front, practice

looking at audience. At a signal, talk
about something while maintaining eye
contact
EYE CONTACT
 Focus on one participant at a
time
 One complete thought,
sentence
 At least 5 seconds
 Move to another participant
(Select at random)
 Balance distribution
 Continue making eye contact
 QUALITY OF LOOK
 Caring
 Passion!
 Confidence
 Subject Matter
 Presentation Skills
 Handling Difficult
Participants and Questions
SOME BAD HABITS
 “Cluster look”
 Scanning quickly
 The “sideways” glance
 Blinking very fast
 Looking at
 The ceiling
 The floor
 One participant only
 One side only
 Exercise on Voice Control
In dyads, using numbers (1-10)

 Round 1: Monotone
 Round 2: Happy numbers
 Round 3: Command Number
 Round 4: Variations on a theme with
movements: up and down, sideways
 VISUAL POISE – Standing

FOR LADIES FOR MEN

 FEET TOGETHER  FEET APART
 FEET SLIGHTY  HESITATION -
APART
BASIC
 HESITATION –
BASIC
 INFORMAL
HESITATIONS
VISUAL POISE – Hands and Arms Positions
Cupped Hands

Clasped Hands
 VISUAL POISE –
Hands, Arms and Legs Positions

Lotus

Inverted Lotus
 VISUAL POISE –
Hands, Arms and Legs Positions

Lace
 VISUAL POISE –
Hands, Arms and Legs Positions
If hands are hanging down place them slightly
in front or at the back. Avoid on the sides since
this adds width to your body.
 VISUAL POISE – Hands and Arms Positions

For folded arms resting on the opposite arms,

make sure fingers are not tucked in.
 VISUAL POISE –
Sitting Position for Ladies

Double L
 VISUAL POISE –
Sitting Position for Ladies

Semi S

Slide
and … Tuck
 VISUAL POISE –
Sitting Position for Ladies

Regular Leg Crossing

Cross S
 VISUAL POISE –
Sitting Position for Gentlemen

Double L
De Quatro,
Continental Haciendero
PLATFORM SKILLS

Board work
Slide Projectors
Handouts
Pointers
Microphone
Environment
Giving Instructions
Reducing Anxiety
THE AVERAGE TIME A PERSON SPENDS ON

 32% Talking
 15% Reading
 11% Writing
 42% Listening
 BUT DO WE REMEMBER ALL?
When TOLD :
 70% RECALL AFTER 3 HOURS, 10%
RECALL AFTER 3 DAYS

When SHOWN:
 72% RECALL AFTER 3 HOURS, 20%
RECALL AFTER 3 DAYS

When TOLD, SHOWN AND DONE:

 85% RECALL AFTER 3 HOURS, 65%
RECALL AFTER 3 DAYS
 A LEARNER LEARNS THROUGH HIS
5 SENSES

 SIGHT 87.0 %
 HEARING 7.0 %
 SMELL 3.5 %
 TOUCH 1.5 %
 TASTE 1.0 %

MAXIMIZE USE OF ALL SENSES

HOW TO USE VISUALS EFFECTIVELY
 Use headlines
 Label charts and graphs boldly and clearly
 Make fonts large and bold
 Highlight key points
 Design graphics horizontally
 Leave margins around visuals
 Keep visuals clear, concise and simple
 In preparing narratives and texts, use
appropriate vocabulary
 USING THE BOARD
 Write on the board sideways
 Don’t write and talk at the same time
 Mentally divide the board into 3 or 4 parts and use as
an easel
 When erasing on the blackboard, one motion
downwards each time
 When using a whiteboard, erase from center outwards
on a circular motion
 Rule of thumb: size of letters: 3 inches, in block letters
 Always label points that you enumerate
 USING THE PROJECTOR/LCD
 Introduce your slide or visual
 Ensure point is properly understood before
moving on to the next slide
 Do not stand on the opposite or front of the
lamp
 Put off, cover, or freeze lamp light if not in use
 Use a pointer, presenter, pencil, pen, hand for
emphasis
HAND GESTURES AND BODY MOVEMENTS

 Avoid excesses

 Use a visual to avoid stiffness

 Control self by holding the board

 Use definitive gestures

 CONTROLLING NERVOUSNESS
 Avoid handling something in your hands.
 Hold something solid (eg. table or chair)
 Handle your voice tremors
 Breathe deeply10x
 Avoid non words like “ehem”, “ah”, “mmm”
 Use your notes as a guide, “security blanket”
 Look for a friendly face in your group and address
the person, smile at the person
 Move from one spot to another (minimally)
 HANDLING YOUR NOTES
 Put your notes on cue cards
 Print letters big enough to read
even from afar
 Print lightly with a pencil on your
comfortable side of the easel paper
 Print on short strips of paper
SOME TIPS FOR REDUCING ANXIETY

 Organize
 Visualize
 Practice
 Breathe
 Focus on relaxing
 Release tension
 Move
 Practice, practice and practice
 SOME CREATIVE OPENINGS
 A relevant anecdote/analogy/example
 A strong quote
 Get the audience to do something
 Ask the participants a question
 Use an imaginary situation
 A real, dramatic or humorous situation
 Refer to a current event
 A strong dramatic visual aid
 A controversial opening
KARIRIN ANG PAG-FACILITATE!

DEPARTMENT OF EDUCATION
KARIRIN ANG PAG-FACILITATE!

1.There are silent participants; non-

participative with the discussion
and activities

2. Some participants have higher

positions than you and are
monopolizing the discussion

DEPARTMENT OF EDUCATION
KARIRIN ANG PAG-FACILITATE!

3. The participants are having

disagreements

4. There are participants who are

always asking questions which
are not covered in the discussion

DEPARTMENT OF EDUCATION
KARIRIN ANG PAG-FACILITATE!

7. Your co-facilitator has an emergency

and can’t come to your training

8. The materials that you need are not

printed on time

DEPARTMENT OF EDUCATION
 KARIRIN ANG PAG-FACILITATE!

9. The participants were

complaining that food is
always served late; the room is
not well- ventilated and the
comfort rooms are always dirty

DEPARTMENT OF EDUCATION
KARIRIN ANG PAG-FACILITATE!

10. You don’t know the answer to a

participant’s question

DEPARTMENT OF EDUCATION
Mantra for Facilitators
(3 Ps)
P–arty
 Facilitation is not
about the
facilitator.
It is about how we
influence others to
learn!