I realized that I am a very visual person... I used to think I was more a verbal person because I like reading but now I think I'm more visual than verbal, because I am more creative with images than with words.
I told you I struggled to do that presentation, to even start making the powerpoint slides... But you know what prodded me on? It was the process of searching for images on istockphoto and purchasing them and using them to frame my presentation. As I picked the images, I felt what I wanted to say!
The images evoked the things I wanted to express. I don't think many people are like me. I noticed many people use images as an afterthought, rather than using it to drive the process. But images are so integral to who I am and what I want to say.
Sunday, July 6, 2014
Oral Presentations
I will need to present my conference paper: Critical patriotism in Singapore: An exploration of two teachers' understandings of patriotism and how they teach social studies at the citizED conference in Birmingham on the 17th of July. I wrote the paper in May but am having some inertia presenting for the presentation now. So I scheduled to first have a trial run before fellow graduate students and colleagues on the 9th of July. That's in 2 days. So now I must prepare for that. I'm referring to this book called "A Short Guide To Writing About Social Science" by Lee Cuba to hep myself with preparations.
"Your audience is there to learn something; your task is to education, not to impress. It is often best to assume that your audience requires background information rather than leaving them possibly adrift." (p. 155)
"Whenever possible employ some sort of interaction, questions, or informal votes, for example, between you and the audience to give you hints of their interests and make your talk even more personal."
"Selecting examples that are familiar to your audience does not exclude the possibility that your talk may elicit a response of "I hadn't thought of it in those terms before." On the contrary, ironies or counterintuitive interpretations initially unanticipated by the audience are often the major strengths of a paper or presentation. Relevant examples lay the foundation for these surprise endings." (p. 156)
"First, good talks usually make fewer points - and they make them with more elaborate illustrations of each point - than papers make... Don't hesitate to purge such extraneous material; you will either have enough remaining material for the talk or you can add material (e.g., definitions of concepts with which your audience may not be familiar or extra examples to illustrate an important point) not included in your paper." (p. 158)
"Introductions and the rest of the presentation follow a maxim handed down to countless students of public speaking: "Tell 'em what you're going to tell 'em, tell 'em, then tell 'em what you told them." Such an elaboration of the major points of your thesis might be tiresomely repetitive in a piece of writing, but it is imperative when your audience can look only to you for direction. Reiterating the major points of your talk helps your audience grasp what you consider to be the heart of your presentation.." (p. 159)
"Be conversational... Oral presentations, however, have to be caught on the wing, so you should avoid complicated language, concepts, and results that need a lot of explanation. Try to use language that can be easily grasped the first time around. Don't hesitate to use first-person pronouns. In searching for models of effective presentations, think about what you liked or disliked about talks or class lectures you have heard. Consider the idea of "teaching by delight" and occasionally incorporate humor and vibrant examples, anything to stimulate your group. There is always a balance between indulging the audience and recounting complicated ideas; it is your job to find that key point." (p. 160)
"Above all, make sure you know your subject. Again, practice your talk at least two or three times before you deliver it formally. Try giving it without your notes. Anticipate questions and weaknesses in what you are reporting. And remember, in just a few minutes, it will be all over. One way I reduce anxiety is to have the courage of my convictions - I believe in what I have to say and that I am worth a listen!" (p. 161)
"Although you should know the major points you will raise in your presentation, try to adapt your delivery to the audiences reaction. Watch what they are doing as you speak. Look directly at the faces of audience members.
Do they nod approvingly at an observation you just made? (Elaborate on this point.)
Do they look confused? (Clarify your point, or ask for a question.)
Do they appear to be falling asleep? (Consider cutting short your discussion of the point.)
Fine-tuning your presentation in ways such as these requires that you know your material well." (p. 161)
"Make sure your listeners know exactly where you are in your presentation at any given moment. Begin by giving a direct, summary statement of your conclusion, and follow it with an outline of the issues you will discuss to support this conclusion. About two-thirds of the way through, it may be appropriate to say something like, "I want to devote the remaining few minutes to.." As you near the end of your talk, let your audience know you are about to end - for example, by saying, "In closing, I would like to make two broad observations about these data." (p. 162)
"Your audience is there to learn something; your task is to education, not to impress. It is often best to assume that your audience requires background information rather than leaving them possibly adrift." (p. 155)
"Whenever possible employ some sort of interaction, questions, or informal votes, for example, between you and the audience to give you hints of their interests and make your talk even more personal."
"Selecting examples that are familiar to your audience does not exclude the possibility that your talk may elicit a response of "I hadn't thought of it in those terms before." On the contrary, ironies or counterintuitive interpretations initially unanticipated by the audience are often the major strengths of a paper or presentation. Relevant examples lay the foundation for these surprise endings." (p. 156)
"First, good talks usually make fewer points - and they make them with more elaborate illustrations of each point - than papers make... Don't hesitate to purge such extraneous material; you will either have enough remaining material for the talk or you can add material (e.g., definitions of concepts with which your audience may not be familiar or extra examples to illustrate an important point) not included in your paper." (p. 158)
"Introductions and the rest of the presentation follow a maxim handed down to countless students of public speaking: "Tell 'em what you're going to tell 'em, tell 'em, then tell 'em what you told them." Such an elaboration of the major points of your thesis might be tiresomely repetitive in a piece of writing, but it is imperative when your audience can look only to you for direction. Reiterating the major points of your talk helps your audience grasp what you consider to be the heart of your presentation.." (p. 159)
"Be conversational... Oral presentations, however, have to be caught on the wing, so you should avoid complicated language, concepts, and results that need a lot of explanation. Try to use language that can be easily grasped the first time around. Don't hesitate to use first-person pronouns. In searching for models of effective presentations, think about what you liked or disliked about talks or class lectures you have heard. Consider the idea of "teaching by delight" and occasionally incorporate humor and vibrant examples, anything to stimulate your group. There is always a balance between indulging the audience and recounting complicated ideas; it is your job to find that key point." (p. 160)
"Above all, make sure you know your subject. Again, practice your talk at least two or three times before you deliver it formally. Try giving it without your notes. Anticipate questions and weaknesses in what you are reporting. And remember, in just a few minutes, it will be all over. One way I reduce anxiety is to have the courage of my convictions - I believe in what I have to say and that I am worth a listen!" (p. 161)
"Although you should know the major points you will raise in your presentation, try to adapt your delivery to the audiences reaction. Watch what they are doing as you speak. Look directly at the faces of audience members.
Do they nod approvingly at an observation you just made? (Elaborate on this point.)
Do they look confused? (Clarify your point, or ask for a question.)
Do they appear to be falling asleep? (Consider cutting short your discussion of the point.)
Fine-tuning your presentation in ways such as these requires that you know your material well." (p. 161)
"Make sure your listeners know exactly where you are in your presentation at any given moment. Begin by giving a direct, summary statement of your conclusion, and follow it with an outline of the issues you will discuss to support this conclusion. About two-thirds of the way through, it may be appropriate to say something like, "I want to devote the remaining few minutes to.." As you near the end of your talk, let your audience know you are about to end - for example, by saying, "In closing, I would like to make two broad observations about these data." (p. 162)
Monday, June 30, 2014
Eureka!
Everyone who is good got there by perseverance and hard work.
It is at once so humbling and so liberating to find out.
Really, I guess when we dig into stories of successful people, we probably won't hear stories of "get rich quick" or "learn how to write in 40 days" or "short cut to doing great work" but we probably will hear stories of pain, sweat and tears.
It is at once so humbling and so liberating to find out.
Really, I guess when we dig into stories of successful people, we probably won't hear stories of "get rich quick" or "learn how to write in 40 days" or "short cut to doing great work" but we probably will hear stories of pain, sweat and tears.
Wednesday, June 25, 2014
Update
One lesson I learned from my undergraduate studies is that if I have an opportunity to take more modules, I should do so and not worry so much about grades, but worry about learning.
So I was pretty sad, when I was not accepted to do a module as it was too specialized for me.
But it also has pushed me forward to complete my thesis ahead of schedule. I am hoping to finish it by this Semester rather than next as was my original plan. Because I think it's time to move on.
It was a blow to my heart, but I will learn to surrender my desires to God.
Right now, I am doing some analysis. I feel like an architect? I lay the plan before me and I am making markings and shifting texts around. It is fun!
So I was pretty sad, when I was not accepted to do a module as it was too specialized for me.
But it also has pushed me forward to complete my thesis ahead of schedule. I am hoping to finish it by this Semester rather than next as was my original plan. Because I think it's time to move on.
It was a blow to my heart, but I will learn to surrender my desires to God.
Right now, I am doing some analysis. I feel like an architect? I lay the plan before me and I am making markings and shifting texts around. It is fun!
Thursday, June 19, 2014
Restlessness
There is one situation where I find it almost impossible to do any writing. That's when I'm restless. The heart that cannot be satisfied refuses to be still enough for any thoughts to pass through with clarity. Every thought is lost and muddled up.
Monday, June 16, 2014
The hidden curriculum
I'm not sure if I gave the right title.
But one thing about doing a thesis is that you don't see or know what happens behind the scenes?
For example, I spend a lot of time locating materials and photocopying/scanning them. I have bought second hand books from the USA and have them shipped to another address before receiving it here in Singapore. This is the hidden cost as well. Knowledge cost not only time but also money. I actually do think that many people don't further their studies because it's so costly in terms of both time and money.
One more thing I would like to do more of is to invest time in helping other graduate students. And another that I am contemplating is to do another module, though technically I don't need anymore credits. Because I'm just thinking what next. In my heart, I desire to be a historian, but my thesis is more practitioner, educational type. And I'm thinking, I'm trained as a scientist, how will I get my training as a historian? Can I do modules meant for history students?
But one thing about doing a thesis is that you don't see or know what happens behind the scenes?
For example, I spend a lot of time locating materials and photocopying/scanning them. I have bought second hand books from the USA and have them shipped to another address before receiving it here in Singapore. This is the hidden cost as well. Knowledge cost not only time but also money. I actually do think that many people don't further their studies because it's so costly in terms of both time and money.
One more thing I would like to do more of is to invest time in helping other graduate students. And another that I am contemplating is to do another module, though technically I don't need anymore credits. Because I'm just thinking what next. In my heart, I desire to be a historian, but my thesis is more practitioner, educational type. And I'm thinking, I'm trained as a scientist, how will I get my training as a historian? Can I do modules meant for history students?
Tuesday, June 10, 2014
Noblesse Oblige
Something suddenly pulled my heart string and I have to write about it.
I suddenly saw the very close link between community service and elitism. The teachers in this particular school so STRESSED the idea of "noblesse oblige" (I just learned this term today). I felt it so strongly. In fact, I suspect that in a non-elite school, this factor may be downplayed. But the focus is more so on academics, in terms of what the teachers stressed.
People always talk bad about elitism and complain that non-elites don't have as much opportunities as elites... But you know, the elites have a greater burden to serve and be "slaves" to the rest of the population. We envy them, because we think of people who abuse their power and have unlimited riches, but if we ever do get there, we will realize the mandate of the elite is not merely to lead servants but more so to be the slaves of servants.
I suddenly saw the very close link between community service and elitism. The teachers in this particular school so STRESSED the idea of "noblesse oblige" (I just learned this term today). I felt it so strongly. In fact, I suspect that in a non-elite school, this factor may be downplayed. But the focus is more so on academics, in terms of what the teachers stressed.
People always talk bad about elitism and complain that non-elites don't have as much opportunities as elites... But you know, the elites have a greater burden to serve and be "slaves" to the rest of the population. We envy them, because we think of people who abuse their power and have unlimited riches, but if we ever do get there, we will realize the mandate of the elite is not merely to lead servants but more so to be the slaves of servants.
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