PRESENTATION PLAN !

Lesson Four: Presentation Plan

Allison Van Kirk

Arizona State University

PPE 310: Healthy Learning Communities

Instructor Houston

November 7, 2017
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Staff Development Day Itinerary - November 10, 2017

Time Scheduled Event

8:35-8:40am Overview

Team Builder

8:45-9:30am
led by Kaytlin Bonaham

First Workshop

- for teachers: In Depth - DRDP Procedures (led by Robin Short & Nathan
9:30-11:00am
Wright)

- for support sta: Playground Management (led by Tawnya Fink)

Second Workshop

- for teachers: Classroom Environments - Putting the Fun in

11:00am-12:30pm Functionality (led by Elisa Tristan)

- for support sta: Behavior Management - Whats in Your Toolbox? (led by

Michelle Castor & Allison Nott)

12:30-1:15pm Lunch

1:15-1:45pm Pod & classroom work

Team Builder

1:45-2:15pm
led by Stacey Steinhart

Healthy Living Workshop*

2:15-2:55pm
led by Kristi Ecarma, Allison Van Kirk, and Brittany Fackett

2:55-3:25pm Pod & classroom work

3:25pm End of the day

*Healthy Living Workshop

The purpose of this workshop is to provide information about healthy living, demonstrate

exercises that staff members can do in resting moments at work and at home, as well as

encourage and promote an overall healthy lifestyle. The presentation will consist of two main

portions: the informational presentation and the physical demonstration/activity.

Presentation

The presentation portion of this workshop will focus on nutritional health and the benefits

of physical activity, led by Kristi. Attention will be paid to snacks offered on site as well as a
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general review of staff perceptions of a healthy diet and general attitudes regarding nutrition.

From there, staff members will brainstorm and discuss their dietary wants and needs, suggestions

for improvements on site, and possible implementations of change. An introduction to the

physical activity will be in the presentation by informing the staff of the many benefits of

physical activity. Staff members will provide input regarding their personal activities, their

interests (do they swim? Do they go to the gym? Better in groups or individually?), and what

areas (specific exercises, more information, etc.) they would like to learn more about. This

information can be noted and addressed at a later date at another workshop or more immediately

through email.

Demonstration and Activity

After the completion of the presentation, staff members will be asked to engage in a brief

demonstration of stretches and exercises they can perform quickly and easily to get a few

moments of movement in their daily routines. To begin, Allison will lead the staff members in

stretches meant to help everyone warm up and to reduce the risk of injury during the later

activity. Once the stretching is completed, Brittany will lead the specific exercises that can be

conducted while on site, and those that are better suited for home. Once the activity is over, final

slides of the presentation will be shown (including adaptation information), and staff members

have the opportunity to ask questions, voice concerns, request more information, etc.

Adaptations and Accommodations

In order to be inclusive to staff member who may have physical disabilities, exercises can

be easily modified and the overall routine will include exercises created with individual with

disabilities in mind. For example, during the stretching, individuals are encouraged to stand or
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sit, whichever is more comfortable or safe for an individual. And when standing, individuals

have the option to stand next to a structure (i.e., table) to provide extra support if needed.

Walking across the multipurpose room can be adapted to walking between chairs and squatting

down into it; distances can be changed based on need.

For individuals with intellectual disabilities or linguistically diverse needs, multiple

avenues of explanation will be offered. While the stretches and exercises are predominantly

explained verbally, on the screen, there will be instructions in pictures/diagrams and a link to an

example video should be attached to be used if necessary.

Safety

Safety is an important consideration during this workshop due to the physical nature of

the activity. For instance, the purpose of engaging in stretching before the main exercises is to

loosen muscles so that the risk of injury is reduced. The exercises should be differentiated for

ability again to reduce risk of injury. Finally, if there is an emergency, all staff members are well-

versed in emergency plan procedures.

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Reflection

What Went Well

We were able to get through the material that we wanted to and participate in the physical

activities. One aspect that went really well for us was timing. We were able to stick to our

allotted time in the day, nor did we feel like there were any awkward gaps of silence or inactivity.

I think a true highlight was the dialog that we were able to encourage through our presentation. I

was pleasantly surprised to note how health-savvy many employees already were. Rather than

leave our presentation feeling redundant, we were able to engage in some truly constructive,

knowledgable, and productive conversations regarding the importance of nutrition and physical

activity.

Changes and Improvements

The biggest change that needed to be made to improve the overall success of the

workshop would to have prepare everyone in advance about the physical activity. This could

have been easily achieved through a school-wide email. This would have benefited the workshop

because many staff members in attendance were wearing clothing that was restrictive or

otherwise uncomfortable/inappropriate for physical activity. Since it is a staff development day,

there is a less formal dress code than normal. However, alerting the staff to wear something

comfortable or athletic would have improved participation in and most likely opinion of the

workshop, especially the physical aspect of it.

Another change that I think I would like to make in the future is to include more video

references for the stretches in the presentation. We included picture and video examples of the
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main exercises, but neglected to do so for the stretches. Adding these supplemental examples

would have added more to our presentation and activity.

Movement

I tried to circle around a bit to provide a bit of movement, however a majority of that

movement came from eye scanning. I think the nature of the physical activity, however, hindered

my ability to walk around too much. As I mentioned above, I believe this could have been

mitigated by including more supplemental video/picture examples of the stretches in our

presentation. While I could have initially demonstrated the stretches, once I was finished the

participants could refer to the video as I walked around and offered praise and/or feedback.

Response Latency

There was not too much of a lack of response time, but I think that is mostly because we

front loaded the attendees about what we were going to be doing and Kristi provided a solid

transition into the stretching portion for me. On the note of transition, I could have offered a

better transition for Brittany to begin the main physical activity portion once I was finished

leading the stretches.

Names

One skill I pride myself on is remember peoples names, whether its coworkers, my

students, or friends of friends. Keeping in mind the importance of personalization and the

positivity that using a persons name fosters, I tried to continually address people personally. The

people who attended this workshop are not only my coworkers but my friends. That personal

relationship is one reason that I used given names often. I also intentionally personalized any
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praise to more actively engage people in the activity. And when providing constructive feedback,

the use of a persons name was to offer specificity and eliminate confusion.

During the presentation itself, discussion is a consistently utilized tool. When engaging in

a productive dialog, calling on a person by name, again, actively engages them in the activity, but

also demonstrates to them that you are asking for their feedback specifically; their opinions,

thoughts, questions, and words are valued.

Positive Praise

I tried to offer both constructive feedback and positive praises. Throughout the portion

that I lead, I was sure to point out when participants were doing something correctly or

particularly well. And even if the comment was constructive, I affirmed that made good changes

when they did. I think I could have offered more specific positive feedback, rather than just a

good job here or there. Although it was positive, it was relatively vague.