Persuasive Presenting

Clearly and convincingly presenting ideas to others to connect deeply with an audience and to promote Deeper Learning for both the presenter and the audience.
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Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

A well-researched, six-criteria presentation design, captured by the acronym SUCCES (simple, unexpected, concrete, credible, emotional stories), and ample presentation rehearsals with supportive feedback can lead to highly effective and persuasive presentations.

Method Components

With educator support, students design a persuasive presentation using the SUCCES model. This activity can be conducted individually, in small groups, or during whole-group instruction.

The SUCCES model of persuasive presentations

  • Persuasive presentations (and writings) that are sticky, memorable, and lingering in the minds and hearts of audiences, have been shown to have the following characteristics, as summarized in Made to Stick by Chip and Dan Heath:
    • Simple: having a clear, simple core message and focus, captured in a compelling phrase or metaphor
    • Unexpected: doing or saying something unexpected that builds interest and captures audience attention and relates back to the core focus or a key point of the presentation
    • Concrete: using real-life, everyday examples, stories, or even physical objects to illustrate and demonstrate key messages
    • Credible: establishing personal credibility or the credibility of other experts that support the core message early in the presentation
    • Emotional: giving the audience the opportunity to feel what the presenter is talking about, especially through video or first-hand accounts of the kind of experiences being spoken about
    • Stories: using the most powerful tool to communicate both ideas and feelings, stories that go to the core of the message

Suggested activity

  • Design a presentation with these criteria in mind, then rehearse it with a coach or kind critiquing friend (see the Kind Critiquing micro-credential).


Suggested preparation

  • Students think about presentations they have experienced that were captivating and persuasive and list the key characteristics of persuasive presentations.

Suggested Review

  • Students critique and reflect on the presentations given by other students to learn more deeply what makes for highly effective presentations that truly move an audience to deeper understanding or action.


Research & Resources

Supporting Research

Research on persuasive messaging through speaking and visual design in presentation graphics highlights why some ideas and messages stick and others don't. Particularly important elements in sticky presentations include stories, concrete examples, the use of emotion, compelling images and video, and tactics to build credibility, plus occasional unexpected twist and turns to keep attention, are effective techniques for increasing the impact of presentations.

Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.

Part 1. Overview questions

(200-word limit for each response)

  • Activity Description: What kind of project activities did you and your students engage in to become more proficient in persuasive presenting? Please describe the learning activities and strategies you used.
  • Activity Evaluation: How do you know your students increased their proficiency by engaging in the persuasive presenting activities and what evidence did you collect that demonstrates these learning gains?

Part 2. Evidence/artifacts

Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the persuasive presenting competency, including items such as examples of criteria for persuasive communications, multiple drafts of a presentation designs, examples of critiques and reflections on the presentations, and other relevant items.

Part 3. Student reflections

For the two students whose work examples were included above, submit student-created reflections on their experience of the persuasive presenting activities. Use the following questions as a guide (200-word limit):

  • How did the persuasive presenting activities help you use the SUCCES strategies to improve the clarity and impact of your presentation?
  • How did the persuasive presenting strategies change your view of the value of careful presentation design, rehearsal, supportive feedback, revision, evaluation, and reflection in crafting and presenting compelling presentations and deepening one’s learning?

Part 4. Teacher reflection

Provide a reflection on what you learned, using the following questions as a guide (200-word limit):

  • What was the impact of engaging your students in the persuasive presenting activity?
  • How will experiencing these project activities shape your daily teaching practice in the future?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
Requirements for Persuasive Presenting
How to prepare for and earn this micro-credential - in a downloadable PDF document

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