Brain Rules Public Speaking: How to Maintain the Attention of Your Audience | Jason Teteak | Skillshare

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Brain Rules Public Speaking: How to Maintain the Attention of Your Audience

teacher avatar Jason Teteak

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

5 Lessons (59m)
    • 1. Introduction and Welcome to the Course

      6:53
    • 2. Ask the Right Questions Part 1

      15:30
    • 3. Ask the Right Questions Part 2

      6:23
    • 4. Reach Every Learning Style

      17:34
    • 5. Give Targeted Directionals

      12:21
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About This Class

You have to show your audience that in order to get the information they’ve come to hear, they have to listen to you.

This advice seems deceptively obvious...

... I tell it to people who’ve come to me for presentation advice and they nod in agreement, as if to say, “Got it.”

But they haven’t.  How do I know?

Because the following example is somewhat typical:

Sitting in the audience while observing a client during her presentation, I noticed although people were pretending to look at the presenter, most of the time they were using their open laptops to go shopping and check email. Afterward, I asked if she realized they weren’t listening.

“But they were,” she protested. “They were looking at me.”

“People can seem to be looking at you but not be listening. I mastered that skill in high school,” I said. “Let me ask you something: Do you enjoy being a presenter?”

“I love it,” she said.

“Are you bored while you present?” I asked.

“Not at all. It’s stimulating because I’m active all the time.”

“Which do you prefer? Presenting or listening.”

“Presenting,” she said. “I hate sitting passively while someone drones on—” As the shock of recognition passed across her face, she cut herself off, “Do you think that’s how my audience feels?”

Yes.

I suggested a challenge...

Find a way to keep the listeners in the audience as stimulated and engaged as you are as a presenter.

In his book Brain Rules, John Medina cites research that suggests after about ten minutes of listening to a particular topic, people’s minds wander.

No presentation can be a success if you can’t get and keep your audience’s attention, but you may have searched in vain for a method.

Here are three keys to the solution that we cover in this course:   

Module 1: Ask the Right Questions

One of the best ways to keep your audience engaged is to ask the right types of questions.

To understand why, you first have to understand something about the human brain.

It is made up of two parts that operate independently...

...each controls a different mode of thinking.

Excellent communicators know how to ask questions that work both sides of the brain...

...this spurs the neurons to fire constantly, which keeps people attentive.

When a speaker is boring, the only neurons in the room that are firing are the speaker’s.

We'll show you how to use questioning techniques to stimulate both sides.

Module 2: Address Every Learning Style

If your audience is learning, you have their attention.

Seems simple enough...

The problem is that to present your content so you get the attention of everyone in the audience, you have to make sure you address each of the four learning styles.

  1. Step Learners

  2. Talk Learners

  3. Research Learners

  4. Create Learners

We'll show you how to do that with a technique that not only targets all four styles, but can be used at ANY POINT in your next presentation to get RAPT ATTENTION...

...it's VERY cool!

Module 3: Give Targeted Directionals

Yet another way to keep the attention of your audience is with a targeted directional...

...this is a short and sweet method that pays big dividends.

Whenever you want to get your audience’s attention, request that they do one of the following, depending, of course, on what items...

...handouts, monitors, slides, and so on—you are working with.

The actual words you use are somewhat important...

But...

The tone of voice you use is a make or break. 

You want to sound confident, but not overbearing, so they’ll take action.

Brain Rules Course Reviews:

“Jason’s advice is practical, straightforward, and incredibly helpful for anyone looking to greatly improve his or her presentation skills.”

     Ryan Anderson  -- Director of Instructional Design and Development

“Combining years of personal experience as well as knowledge in psychology and sociology, Jason delivered clear advice and practical exercises that turned me into a better oral communicator.”

     Kyle Reger  -- Software Developer

“It’s a challenge to change your mind and adopt new methods of teaching overnight, but this class helped me immediately improve my classes and my confidence as a trainer. Understanding how to ask questions effectively helps create a very lively atmosphere that makes class more interesting and fun for both the trainees and the trainers.  Your class provided me with the easy-to-use formulas that I needed to make that happen.  Understanding learning styles also made a huge impact on the way I teach.  By prepping class to satisfy all learning styles, I saw an immediate gain in the satisfaction of the class and the trainees’ understanding of the material.  It was challenging at some points to make that happen, but after integrating the concepts into some of my lesson plans it made me realize how powerful addressing learning styles really is.”

     Mark Phelan - Corporate Trainer

Like I said, this course pays big dividends...

...and we'll show you how to do it properly to get them the same results. 

See you on the inside!

About Your Instructor

International Public Speaking Coach, TEDx Speaker and Best Selling author Jason Teteak has taught more than one million people how to flawlessly command attention and connect with audiences in their unique style.

He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring communications skills via practical, simple, universal and immediately actionable techniques.

Or as he puts it “No theoretical fluff”.

Jason gained recognition at EPIC Systems in the medical software industry, where he was known as “trainer of trainers of trainers.”

He has developed more than fifty presentation and communication training programs ranging in length from one hour to three days that serve as the basis for The Rule the Room Method.

In 2014, 2015, 2016, and 2017 he was named #1 Best Selling coach on Public Speaking for his on-demand video teaching tools that quickly took off for over 100,000 online students around the world.

Teteak has flipped the model and changed the approach to great Public Speaking for even the most seasoned veterans.

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Jason Teteak

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Transcripts

1. Introduction and Welcome to the Course: it's Jason T take, and I'm here to talk to you today about how to maintain the attention of your audience so well that their minds never wander. I want you to write the name of this book down for me. It's called brain Rules. Despite John Medina, there's fantastic research about the human brain that I'm going to talk about today with you. And we're gonna use it to figure out how you can keep people to pay attention to you when you're up here presenting. I've got a white board behind me. I'm gonna use that today. I'm gonna imagine right now that I'm in front of 1000 people and it's halfway through my presentation. By the way, this presentations two hours long or even eight hours long half way is when people start to fall asleep. Even worse, Primetime Sleepy time for adults. 123 in the afternoon. What do you do to keep their attention? Anybody can get their attention in the 1st 30 seconds, especially if you have a compelling opener, which are opener program teaches you how to do. But how do you keep it? Because John Modena's book Here's the research every 10 minutes, people stop listening to you. So if that's the case, what do you do not want to tell you? A lot of people think, Oh, I'm fine, Jason. I'm presenting Yesterday and off my whole audience was listening. They were looking at me. I can tell you that in high school I could look at people, the teachers in the presenters and make them think I was listening even though I wasn't and your audience does the exact same thing. In fact, I was interviewing a project manager recently and she says to me, Jason, I said, How's your presentation skills? She got there pretty good. I said, Well, how do you know she's well when I'm up there? Everybody is paying attention of rapt attention. I said, Well, how do you know that? Cause I can tell you that when I was in your presentation, she had to present to a bunch of HR people. We're all watching. So what is in your presentation? Half the people weren't listening when you thought they were, and she said, but But they were Look, they were looking at me. I said they might have been looking at you but they weren't paying attention. And she said, Well, what's the different? I said, Well, you tell me when you present What is that like for you? Oh, I love presenting. I get to go up there and I get I'm on my game and I get to talk and I said, Well, how do you feel as an audience member? Oh, I don't like being in the audience. I said, Well, why not? She goes, because I sit there and it's both. And then she realized who you have the curse of knowledge. You, everybody. I have the same thing. We think that everybody, when we're talking, everybody's listening. When we're engaged, everybody's paying attention. I want you to write something down for me right now. By the way, you have this book right here. This is a work book. It's called Maintain the attention of your audience. It is 18 pages long, and I want you to stop the tape right now. If you don't have this printed up, I want you to go print it up. Yes, unreal paper, because is one of the ways I'm gonna maintain your attention. I'm gonna show you how to use this in your presentations to maintain attention. The one I want you There's little baby right here. A little dog. I love this picture, by the way, we'll put up on the screen. You can see that they have this attention. I'm talking about rapt attention. How do you do that with your audience So you can hear a pin drop. That's we're going to talk about today. And I'm gonna use a green dollar sign right now. I want you to write this on the top of your paper and I want you to imagine that when Europe you're presenting every time you get what's called synthesis the educational psychologist Bloom calls its synthesis, you get paid a dollar. I'm gonna give you a dollar during your presentation every time your neurons fire. And I'm also gonna give your audience members each a dollar every time there neurons fire every time they get synthesis every time they go. Oh, every time you're making him understand cause if they're understanding they're following you and if they're following you, they're engaged. And remember The whole purpose of this program is how to engage him. Most prisoners say, Oh, I got him engaged. Getting them engaged is nothing compared to get in to follow along and understand you. If you've got those two guaranteed, they're engaged. So what do you do? Well, here's the problem. Most presenters when they present, like this project manager I was telling you about. She was getting paid left and right every time she had to think of what she was going to say every time she had to figure out what she's gonna do with her hands every time she had to go back and figure out the next cool thing that's gonna maintain the She's getting paid , but her audience members air sitting there passively sitting there and at first it's fine. But eventually in prime time, sleeping time and happened to the presentation. They're just tired of listening to this woman. So what do you do? I'm going to suggest that they not you, they would be in your audience. Need to get paid more. Then you. This is you, the presenter. This is them. The audience. They're more important than you. They need to get paid more than you. And if they're not getting paid more than you, if their synthesis there neurons aren't firing more than yours. You don't have their attention anywhere near what you think. And how do I know this? I've observed over 10,000 speakers have given each of them up to 20 pages of feedback each . I've helped tutor them. I've helped them coach them on how to be more effective speakers. And I can tell you that this happens again and again and again. Keynotes one on one presentations and everything in between. So what do we do about it? I'm gonna teach you three main things today. You'll find them on page three. We'll put him up on the screen. I want you to write him in the box, because by the way, this is the first way you're gonna get paid. You're gonna right. I want to teach you how to ask the right questions, address every learning style and give targeted direction. ALS. So you got those three things? We've got questions we've got learning style. We got direction. Als ho hum, right? No big deal. Here's the thing. Remember getting paid. How often do they need to get paid? Well, John says in his book Brain rules. In every 10 minutes, adults stopped listening to you. I'm going to take it a step further. And I'm going to say that in the afternoon or during primetime Sleepytime or halfway through your presentation, it's going to be 1/10 of that every minute your audience wants to stop listening to you. So what I'm gonna teach you today all the techniques you're gonna get for maintained attention to the audience. You're gonna get so many of them that you can use one every minute to keep their attention . And I just did it with you, by the way I've put up on the screen. I changed it up. And I call this, by the way, the 7 20 rule. The 7 20 rule is a great training rule that says every 20 minutes, the activities that they do need to change every seven minutes. What I do is a presenter needs to change. So that hits John Medina is 10 minute rule. But I'm actually going to take this to another level and say, I want you as a presenter to go 17 Check it out every one minute. What you do changes in every seven minutes what they do changes and What I mean by that is every minute I'm gonna tell you to do something new that you're gonna do on your paper in your mind with your mouth as you talk to somebody, all these things we're gonna do and we're gonna hit every learning style doing it so that you can keep attention. This stuff took me years to figure out. Most presenters have never heard of this stuff because I made it all up based on all the research I did with those 10,000 speakers. 2. Ask the Right Questions Part 1: So here we go. I'm gonna start with how to ask the right questions, and I can tell you when we talk about questions, there's actually something you need to draw with me right on page three to do this with me in the margin where you can draw it in your notes. There's a little note page at the very back of your companion there, your workbook. But once you draw the picture of a person's brain, this is the human brain and human brain has a left side and has a right side. And if you look at page three, you'll see some adjectives for the left side. It's it's a logical it's sequential, it's rational. And if you look at the right side, the brain is intuitive. It's holistic, and it's synthesizing Well, it turns out that if you look at these two sides of the brain, both of them can be engaged to get paid, and both of them needs to be engaged in every single audience member that you have. So it turns out there's four kinds of questions you can ask. I'm gonna teach you all four of them exactly how to ask them exactly. When you ask them to keep people going, I'm gonna model them all for you. But I want you to write them down first. On the left side, the two questions you can ask are a recall question and an expert question. On the right side, the two questions you can ask are a leading question. Oh, by the way, who's getting paid right now? I am. You're not getting paid. So right now, just so you know, in my head, I had a little bell go off that said, Jason, you got to get them paid. So let's get you paid on page four. There's a box for you to write this. I want you to write these four questions in that box and start to memorize them. And then relevance. Question is the 4th 1 That's the right side of the brain. So here we go. Recall an expert. Are which side of the brain again, left side relevance and leading on which side of the brain right side. I just got you paid twice again. I'm gonna get you paid a lot in this presentation, but here's it will start with the first thing. What is the difference between a recall question and an expert question going to start with Recall. Now these are the most the four most powerful questioning techniques on the planet or recall expert leading and relevance. And you want to pick these and use them at very different times. Let's start with a recall question. A recall question alludes to the past, and it almost always has the word. Remember in it. Do you remember? In fact, there's actually three kinds of or four kinds of recall questions on page four that I want you to memorize that you can use any time in your presentation. Here's the first. Highlight him with me, Do you remember? And in my case, the top three things I told you about this next one. How did I say this is gonna help? 3rd 1 what was the specific solution to that? And the 4th 1 Can you recall? So here they are. Do you remember? How did I say what was the And can you recall all of these recall questions allude to what ? The past or the future, the past? And so, if you look at this, what I just asked you wasn't a recall question was a leading question, but a recall question is something I've already taught you. So, for example, I told you there's let's do a recall question. There were four kinds of questions, two of which hit the left brain. What were they? Do you remember the recall questions and the expert questions? That was a recall question. Now, why is it powerful? Because it gets you to synthesize. It gets you to remember it gets you to think, and it gets you to go back in time to that left side of the brain. Now, this is actually a really cool thing. When somebody gives an incorrect answer to one of these, you don't want a patron eyes or hurt their feelings. So watch this. If I say to somebody, if I say to the whole audience, remember what was the two kinds of questions? And I'm looking out of the audience right now that we could use to get to the left side of the brain and somebody says, Oh, lead in question when they say that I don't want to say no, I'm sorry. That's incorrect. Anybody else? Have you ever heard presenters do this? what you want to do. Instead, we're remember we're going for synthesis here to say, Ah, that's a right side of the brain. Question. Very nice. What is an example of the left side of the brain question? You see, what I did here is the steps to answer their answer to a recall question. The first step is, Do not correct them and you'll see this. By the way, I want you to highlight this with me. Unpaid for second to last paragraph. Here's what it says will put up on the screen when somebody gives an incorrect answer to recall question. Don't say no, I'm sorry. That's incorrect. Anybody else, it sends a signal in the room never to answer any more questions. Instead, what you want to do and this is enough. Second thing that is, you want to acknowledge, here's the deal. If they went off on a limb and actually answered your question, they actually feel like they remembered something they did. They actually remember the name of a right brain question That's awesome. Acknowledged that Hey, thanks for that. Yet. That's the right break. And then you what? You do it. Number three. You acknowledge what they remembered In number three, you re ask the question. You just simply re ask it. Here's what it sounds like again. Do you remember the two kinds of questions on the hit The left brain? What's one of them? Says relevance. Question. Ah, that's the right brain. Thanks for that. Which one hits the left brain and in literally 15 seconds, I got them paid twice. They each got $2 for that. That's powerful. This don't miss this. I can't tell you how many presenters think, Ali. I don't need all these questioning techniques. Well, that's great. You're remembering your your lecture. You're remembering what you wanted to say, but how are you going to get done? Paid? The second kind of question is a leading question. Let me just ask you, Which side of the brain does that hit again? The right side. Good sore Leading question is something about the future. It allows you to use your intuition to try to figure out the answer even when you haven't taught it. So I want you to do me a favor on Page five, there's a box that says four criteria of a leading question I'm gonna give these to you right now. We're gonna put him up on the screen and I want you to write these down, and then we're gonna talk about how we use these. Now this is critical. First criteria of a leading question is there's a right answer. There's actually a right answer that bacon say to you based on whatever they think. The answer is that they're interpreting in their mind now. The second criteria is they've never been taught the answer before. The 3rd 1 is they can figure it out. And the 4th 1 it requires thinking. So say those again. You can see him up there. There's a right answer. They've never been presented this answer to buy you before. They can figure it out in a requires thinking. Now, why is this so powerful? I can tell you, if you want to write this down, the leading question is the most powerful question on the planet. To get what I call synthesis to get understanding. We have a whole program on this called light bulbs, and we talk about how to get understanding. But for right now, I want you to write those those four things down and memorize them. It's requires it's a right answer. Never been taught before. Requires thinking, but they can figure it out. Now watch this. I'm gonna screw this up twice and you tell me what I did wrong, and then I'm gonna do it correctly. Here we go. By the way, before I do this, I want you to know this is not screwing it up that all leading questions have the words Do you think in them? Even if you don't use the words in your question, you could put those in your question and it would work. So here's here's actually let me give you a good example first. Then I'll screwed up both ways. Here's a good example. Which side of the brain do you think a leading question addresses now? I would have asked that to you before I told you all this stuff. You might say Well, that the left is responsible for the past and the rights responsible for the future. And the word leading implies Haven't learned it yet. Probably the right side. Now, you could get this wrong, but the reality is you're gonna be thinking either way, so I've got your attention. Watch this, then. Notice it Had the words. Do you think in it? It had those words. Let me give you an example of a bad leading question that breaks one of those rules. Here comes one. What do you think NASA was thinking 30 seconds before launch in 1997. Which rule did I break? By the way, I'm gonna get crickets when I ask this because nobody will. First of all, if you look at the rules, is there a right answer? Maybe. Have they been taught before? No. So so far. I'm OK. Can they figure it out? No. Most people have no idea what NASA was thinking. And the fourth thing is requires some thought. Yes, I broke rule number three. Now watch this one. Here's another one. Let's say it's winter time. It's really cold out. I might say something like this. So do you think it's important to wear a coat outside in the winter? Well, I got the words. Do you think in it? I'm good there. But what rule did I break? Look at the Four Criteria again. Well, there's a right answer. The answer is yes. but And they have never been taught it before. Probably not by me anyway. But could they figure it out? B s so so far. I'm good with the 1st 3 but does it require some thought? No, it's so obvious. Of course you're gonna wear a coat in the winter. You see what I'm talking about here? If you're screw either these up, any of the four, you're gonna end up losing your audience. But if you ask one that's good, like which side of the brain do you think a leading question hits? Boom. You got rapt attention. So I decided to do some research on this and give you the exact fruits of that research on page six. We'll put him up there for you. Here's the top eight leading questions that I love to ask that you can use every minute. Remember, every Medina says every 10 minutes I'm gonna say every minute. Here's the first. What are some new ideas for? What does it mean to what happens when what is the effect off? What's the difference between who could do this? When will this occur? When should you try this and notice we could put. Do you think in front of all these? I mean, read him again and show you What do you think are some new ideas for what you think it means to what do think happens when what you think the effect is off. What you think the effect off this is? What do you get to differences between this and this? What do you think could do this when we think this will occur? And what do you think? You should try this? These questions, if you incorporate these into your presentation, are gonna crush it for you. They're going to get people on the edge of their seat wanting to participate because they're getting paid now for Riel thinking it's not just regurgitation like a recall. Question is, And don't get me wrong, recalls Cool. You need to do it every once in a while. But I would do three leading questions for everyone. Recall because it gets synthesis. Riel synthesis. Question Number three is a relevance question, and it is by far the most popular question to keep people engaged. And I can tell you popular, not a whole lot of people do it. Not a whole lot of presenters, but what I mean by popular is audiences love these, so I use a more more than any of them. And here's the reason every adult on the planet tunes toe one radio station W I I FM. Which would you think this stands for? By the way, what kind of question did I just ask you Recall are leading what you think that stands for Recall are leading leading. Good. So what do you think this stands for? What's in it for me? Every adult tunes to this radio station? What's in it for me? And the reason I mentioned this is because if you understand this concept, it will change your presentations forever. When you understand that every adult wants to get something out of your presentation that's going to make them either more happy in their life h more successful in their life or have more freedom in their life. In other words, they're gonna smile more. They're gonna have a little bit more money or move up on the ladder or they're going to save a little bit of time. Well, then you've just helped them with what I call durable fulfillment and when you do that, they want to listen to you. And how do you do it? You do it on page seven called a Relevance Question. Look what it says. When an audience isn't hearing anything that seems useful, they become bored. Stop paying attention and say, why bothers nothing in it for me. But if you use one of these three questions I'm gonna put up on the screen right now, you can get him back instantly. 1st 1 how would this work for you? How would this apply to your situation? How can you adapt this for your needs Now, those air three generic ones that you can apply to anything. But let me just tell you how you can interpret late this and use it any time you want to. Any time I'm about to say something cool in my presentation instead of saying Isn't that cool? All you have to do is say, how could you use that? Watch this A relevance question gets people to see what's in it for them. What relevance question could you ask? And there it is. You see what I just did? I guarantee you. When I asked Well, what relevance. Question. Could you ask in your next presentation your brain got paid. I'll give you another example. Remember those leading questions? We get synthesis and use the words. Do you think? What's an example of a leading question that you could ask in your next presentation? How will this concept alone? I'm just asking more and more of these rollers questions. How will this concept alone change your presentation? Life? How do you think your audiences will react to this? I'm just I'm drilling you with relevant question because they're so powerful. You see what I'm doing? You can use these any time you want to know. If you look at this on page seven at the bottom, I want you to write something for me because you can create a relevance questions at any point in your presentation by relating your question to the current topic, hook or presentation hook. Now watch this hooks Tell people why they should listen. Simon Sinek has a great Ted talk about this hooks. Tell people why, and so what you can do is take what Simon teaches about the why can you could apply to a presentation and we do this in our in our program called Jason ttx Secret hook system. So you should go check that out in the lab. But while you're doing that, I want you to know that, Aziz, you build these hooks every time you have a new topic, you say a new hook to get him back. And when you say that hook throughout, the topical you got to do is ask a question about how they could use that hook in their life. Check it out. If I say to you, I'm gonna teach you how to show more confidence in your presentation. So you get rave rave standing ovations at the end. And then as I'm teaching you how to show confidence, I might say when you stand still and you give eye contact every person in the room for 1/2 a second every minute, that's gonna give you rave reviews. See what I just did. Now I can ask a question about it. How's your audience gonna react when you're able to show confidence with your body language ? See that 3. Ask the Right Questions Part 2: The fourth question is called an expert question, and an expert question is extremely powerful. To tailor your approach to a certain audience, we have a whole program and how to customize your message to different audiences. But for right now I want to teach you about this expert question because it's so powerful. And remember which side of the brain does it hit the left or the right? The left? What you do is you look out at your audience and you say, OK, what kind of experts do I have in my audience right now? I've given a lot of presentations to health care professionals, and a lot of times I'll have just regular old people in the room that have no experience with healthcare that will have nurses in the room. I might have physicians in the room. So if you look on page eight, let's get you paid on page eight. There's a box. Have you write something in this box? These are the three keys to a good expert question. Before we write these, I'm gonna have I'm gonna actually ask poor expert questions, and then we're gonna figure out what I'm doing right in what I'm doing wrong. We're gonna write these in the box. Here's the 1st 1 Remember, an expert question is alluding to the past and it hits a certain role in the room. So I might just ask And you could see this on page eight, I might say out to all my audience in health care, How would you insert a peripheral i V? And when I do this, I might have somebody in the room who is not a nurse stand up and say, Actually, had this happen, by the way, totally dumbfounded at the end here. How bad this turned out. I don't want you to have this happen to you, and you ask this question and not the Ivy question. But any expert question, it's a consultant. Stand up very well. You do that. The and then a bunch of nurses stood up, and that's not how you do it. And pretty soon the whole audience I lost. Now what did I do? Well, here's the first rule of thumb right in the box. You've got a target on Lee, the experts. So your expert question has to target has to have a target right here that only the expert would know the answer to. And here's what it would sound like in order to target the experts. You always want to use the name of the people you're asking that you want to answer it. Here's the right sound like nurses in the room. How would you insert a peripheral I v boom? I got the nurse to answer. So when I did this, I ended up having another problem. The nurse in the in the room actually stood up and she said, Well, and a whole minute went by and she explained, with all sorts of awesome nurse language, I call it jargon or click Speak because nobody in the room that wasn't a nurse knew what she was talking about. So it was awesome for her, and she was totally right. She was very accurate. But the problem is, when I asked it, I lost my audience again. It couldn't maintain their attention because she went off on this tangent. So here's what I might say. Instead, I might start write this in the box on page eight, giving some context to the question right that in the box give context to the question. Here's what it might sound like when you go to the hospital and you have pneumonia or something, that you really have a challenge, that you need some medicine fast. What they'll do often times instead of giving you a pill, is they'll actually put an ivy in your body. Typically, it's in the right here in a vain your elbow and your in front top of your arm, and what they'll do is a put a little needle into. They'll threat this tube in through your vein, and then they'll and pumping the medicine all the way through your body much quicker. Now this is called a peripheral I v nurses in the room. How would you insert one of those? See what I did. Now the audience is ready to receive her answer. And then the third thing you need to do to ask an expert question is you need to ask on Lee the experts to address the non experts. Here's why this is so important. Don't miss this, and by the way, these expert questions are powerful. You're not gonna ask them as many as the leading relevance or recall, but you still want to ask him. Here's what I did. I was in a bunch of had a bunch of physicians in the room and I said, Physicians, what do you do during your rounds? I was thinking, Oh, cool up. An expert question, right? The physicians all looked at me and said, You're Lee near the presenter. You should know. What did I do wrong? What did I do wrong? It turns out that when you ask somebody to do this to answer question, they often feel patron ized will die, know what to do during my rounds. I've been doing rounds for 20 years. Instead, what you want to do is say, physicians, Could you tell the people in the room that are not physicians what rounds look like? And now the physicians are gonna perk up, and they're gonna show a lot of confidence and credibility because they get to look good in front of their peers. And now they know why you're doing this. And so now everybody in the audience is getting paid, the experts, physicians, air getting paid cause they actually get to share their wisdom and the non experts getting paid because they get to hear from the physicians. We got this amazing dynamic. Those air expert questions. You now have four questions. Let's review where the four kinds of questions again leading expert relevance and recall and which ones hit the right brain leading in relevance. Which ones? That the left brain expert in recall. I've got an activity for you. I'm gonna show it to you on the screen right now. I want you to take five minutes, and I want you to do this for your next presentation. Do this before we move on. Number one. Create at least one recall question to help people remember what you taught him. Number to create at least one leading question to help them understand what you're saying. Number three. Create at least one relevance question that gets the audience to apply what you're presenting. Number four. Create at least one expertise. Question to tap the knowledge of the audience. Five. Repeat this process for each hour of your presentation. The number six go over your script and find places to insert each one of these questions per hour. Take the next five minutes. You probably need more than this time, but take the next five minutes go through this activity right now because it's fresh in your brain and build these questions for your next presentation. And you're gonna find that if you just Sprinkle one of these every 10 minutes or even better every minute, you're gonna have way more attention than you did before. Now, when we come back after you get done with this activity, I'm going to show you UNP aged 10 how you can actually target every single learning style in your audience. You don't want to miss this. I'll see you in five minutes. 4. Reach Every Learning Style: Hey, welcome back. It's time to keep maintaining the attention of your audience this time, by incorporating and targeting all four learning styles, we got an entire two hour program on this. I want you to go check it out. But for right now I want to just say that what I'm about to teach you in this program is going to change your presentations forever. And I can tell you here's why. Because the number one technique, my a favorite technique to maintain attention is called the Agree and see if you're right and it gets any audience, even reticent audiences toe boom, rapt attention in order to understand why this works, how to use it and how to incorporate it in any of your presentations, whether they're five minutes long or whether they're five hours long. You have to understand this quadrant. I'm going to draw this quadrant for you right now, but it's on page 10. You can see it there, but just watch me draw this up here. It turns out that there's four learning styles. There's this step learner. There's the create learner. There's the research learner, and there's the talk learner. Now you can find out more about these letters, and you absolutely need to find out what you how you learn. Because it turns out that how you learn is how you're gonna present and you can find this out. A true learning styles dot com You can take a quick, free five minute test about 15 questions long, and you'll tell you which one of these learners you are Now. Chances are you're actually two of these. But if you look at this, if you draw a circle and if you if you actually plot, you're learning style out, this would be if I plot my learning style. Here's what it would look like. I got an ax there, there, there and then here. So check this out. If I actually draw the grid, here's what it iss That quadrilateral there I used to teach geometry tells you that I am very much on the right side of this quadrant. I'm a create learner, and I'm a talk learner. But my goal when I presented that, nobody knows they can't tell what I am. That's why I have this book, because on Page 10 you'll see that the research learners on the step learners really need structure. Actually, it's on page 11 and let's actually go through with each of these need. I'm just gonna read these to you, and we'll put him up on the screen if you want to see him, or you could just read him on page 11. But if you don't have the book printed and you should cooperate, and if you don't what I'm about to read, you took me years to figure out, and it's critical to know that you have all of the people in your room. 25% of them are step learners, 25% of create 25% or talk, 25% or research. So check this out. If you look at this step, lawyers love agendas. They like steps away explanations. They like to practice with guidance first, huh? Look at the research learners. They love reading and researching. They love debates and discussions after they've learned, and they like to view visual aids like this one. Top learners. They like to talk through their ideas while they're learning. They like to answer questions like leading questions that require synthesis. They like guidance from the presenter on how it affects their world like relevance questions They love composing and asking and even answering questions. And then the create learners on page 12. Actually, this is still on page 11. They like being led to arrive at their own understanding. They like to create their own answers. They like to take notes. They love to write in these boxes, but only if they're writing stuff that they create, not stuff you've been told to write. They like to answer questions that require imagination, like leading and and recall or leading relevance. And they love coming up with solutions with creative questioning techniques. Well, here's the thing, and this actually cracks me up. If you look at this quadrant, these two people cannot stand toe, learn with each other. We think about this. If I was teaching him how to drive a motorcycle, these step learners would say, Look, before I get on that motorcycle, I need you to jump on the motorcycle first. Jason and I want you to go through every step I need to do and give me a recipe, a step by step recipe for how I need to do this and then I'll try it, but only with your help. And then I will try it by myself. Where is the create learns? Like get off this motorcycle. They jump on like Okay, let me try this. And they chucked presence and bought. And let me ask a quick question. Come here. So when I do this, it ended up doing this. Why does it do that? Wait, Let me do it. Let me do it. Don't do it for me. You see the difference here is the problem. If you don't know how to teach all these learners and present all these letters at once well, then you're gonna lose him. You're gonna lose 75% of your audience. Watch this. Make a little Christmas colors here. The talk learner and the research learners can't stand learning with each other either. Remember, the research learners don't want to talk to anybody, is they're learning. They want to go read it and figure it out on their own. But they want they want with the big picture where the talk lawyers. They want the study, buddy. And they want They want to talk about it right away, and they'll take over an entire presentation, if you let him. So the talk. Let her go up to the research later and say, Hey, want to be my study buddy? And the research letter will go? No. So what do you do to hit all these learners simultaneously? Well, that's where the agree and see if you're right. Technique comes into play, and this is the most powerful, the most powerful technique to maintain the attention of any audience. And it works the best when you look out at your audience. And if I was presenting next to you, say to me, Jason, I'm losing him. What do I do? I can tell that half of them are surfing the Net and, you know, watching, watching a tennis tournament or a golf tournament. Or they're checking email or they're sleeping or what I do. This is what you do. And this works, by the way, with five minute presentations or our to our five hour or full days. Here's what is. You will see the exact steps what to do on page 12. No, by the way, there's a great summary will put up on the screen of the four learners and how they learn you should memorize this summary before you attempt this and as you as as I'm showing you this on the screen right now, I want to tell you that if you look at this, your challenge is that you got all four of these learners all for these colors. The yellow, green, blue and red. They're all in your room at the same time. They're all trying to listen and understand you at the same time. They're all board, some of them at the same time. So what do you do? The agree and see if you're right has four steps, you'll see the steps on page 12 2nd to last paragraph. I'm gonna write them right here, though, because I want you to see what we do. 1234 I want you to put a little one, then two, then three, then four at the bottom of page 12. This is how you're gonna get paid. First thing is, you ask you first thing you do is you ask a leading question. Let's review comes a recall question. What's a leading question? Then there's four parts. See, if you remember. There's a right answer. What else? Never been taught it before. They can figure it out, but it requires thinking good. That's the first step. You look out your audience and whatever is so important that you just want to say Don't say it. Ask a question. Make them say it. Here's what it might be, I might say. What do you think the steps might be to a degree and see if you're right. You have no idea, Right? I haven't even told you. But I'm gonna ask it anyway because I guarantee you which learners will love that? I asked it. Look up here. Which lawyers will love it? The create learners will, and so will the talk. But really, these spokes well, which learns will hate the fact that I'm making them come up with these steps. Well, the stepladders. But don't worry, they'll get their fix. I'm gonna hit all four in just a second. Watch this. By the way, this this technique only takes 30 seconds to 60 seconds to maybe two minutes at the most. But here it is. You ask this leading question Number two, then last paragraph on page 12. You can highlight this. You give them 30 seconds to write the answer, and here's the key on their own on their own. So I do this and I say, Now, take 30 seconds and write down what you think the steps are to a degree and see if you're right to get all these people to understand. So I could maintain the attention of all. Then number three is you give them another 30 seconds to agree with the person next to them . So this is where the agree part of the agree and see if you're right comes into play. So what we do is we say, Okay, here's the leading question. I want you all to write down the steps to the green. Super take 30 seconds. Do that. Good. Now 36 they're up. I'd say Now take 30 seconds and agree with the person next to you on your answer. And then lastly, last step is you say you have them assign a re layer and you ask the real heirs to relay what they came up with. Now this is incredibly powerful. I actually had a guy who was a presenter who does keynote speeches all the time for sometimes eight hours long He said, Jason, I had to get a technical keynote one time to some of the most technical folks in the world . And I can tell you even the most closed off and reticent folks lapped L e a p t into discussion when we did these four steps. So why did they work so well, I you need to understand why these works so well, if we're gonna be willing to use this. So let's do this. Page 13 I want you to write in this box right here on page 13. The four reasons and you tell me I'm actually going to give you right now. Let's try this. Agree and see if you're right. I'm gonna give you one quiet minute, 60 seconds to fill out the table. Great. Learns. Gonna love me for this unpaid 13 for each. What you're gonna do is you're gonna write down in number one the stop learner number two, the talk learner number three, the research learner and number four, the Creator. You gonna put those in the box and then for each one I want you to write down in the next minute how they're each getting their fix when you do these four steps. One minute golf. So we're back. You can see what I just did with you. The create letters really loved. And if you were with me here live, I could Ben, have you turned the person next to you and agree on what those are? And then I could say no, what you come up with. And then when you're all done with that, the realtors would say what they came up with. And then what you do with the Realtors is you go over this with the whole audience and when you do this, the whole audience is just back. They love this. So here's what it would look like. By the way, how are they gonna get their fix? What I can tell you that the create learners gonna get their fix in this one right here. When you ask the leading question and you have them write it, they're gonna love it right away. I can also tell you that the talk Alers are gonna love this one right here because they get to agree with the person next to them so they get to talk about it. That's awesome. The talk letters also get to relate. They'll probably the ones that decide to be the really Because I want to share it. The research Lear's get to debate, which they love love, love to do right here. And research lawyers never like to debate unless they first had time to think. And that's what the green see, if you're right, affords them, which is slick. The other thing the research learns love is that the four steps provide them a big picture . And then, lastly, the stop learners. Now, step learners. I'm gonna tell you something. If you're a stop learner, you're gonna have the hardest time doing this. But don't meant don't miss this. You're also the most boring upon stage if you don't because the problem with stop learners is you tell us the answer all the time, so we don't have to think we don't get paid. You just keep telling us and telling us and telling us every once in a while, stepbrothers, throw in just one of these in your presentation, maybe halfway through, and you will be, um, hazed at the kind of attention in enthusiasm and engagement you get back. So here's a step learners. When did they get their fix? They get their fix right here. When we go over the answer and they actually get to see if their members is the agree and see if they're right, they get to see if they're right. And finally the step goes, Oh, finally. And I can tell you the step learns will get a little frustrated if you do too many of these . But I want to just tell you that the research says that traditionally step learners are oftentimes professors and their oftentimes teachers and others that learned to be good at what they learnt their learning through steps. So then they just give you the steps and they think you're gonna be fine. Step Lear's. Everything's been catered to you so far through those steps. Just give everybody else a chance to learn the way they do as well, by waiting till the end every once in a while to go over the answer. Because, yeah, you could just tell him the answer right away. But give them a chance to do it in their learning style due to if you do this, if you do this, you will get on page 13 at the bottom, the same kind of reticent, closed off folks leaping into discussion. Here's your next activity on page 14. Here's what I want you to do. First thing I want you to dio I'm actually going to give you three minutes for this. I want you to go first to true learning styles dot com and determine your learning style. Then, if you have time, create least one agree and see if you're right. Question right here. Question. It's a leading question, and the steps that you're going to use t ask is gonna be 30 seconds or 60. Is this gonna be 30 or 60 or 90 even depends on how long your presentation is on what it ISS take the next three minutes, do those two things, and when we come back, I'm going to show you one of my favorite things, which is how to give targeted direction ALS to your audience 5. Give Targeted Directionals: they were back. It's time for directions. You'll find these on page 15. Turn to page 15. Now, if you haven't yet go print off this workbook. Pause the tape. Go do that. And then take a look up here on the board. By the way, what I just did with you is three direction. ALS. Do you know what they were? I said turn to page 15. Now if you haven't yet turned the tape off posit and go do that. Go print it. And then I said, Take a look up on the board. All those air called directions. A directional is something that starts with an action verb. And then what it does is it tells your audience to go take that action. Now it's powerful because it gets them paid. They get a dollar every time you do it and it doesn't. It feels patronizing if you do this at first, not to the items but to you. You think it feels this way unless he used inappropriate tone. Watch us. Let me show you really appropriate tone for this. Take a look at page 15. Hear that? I could have said take a look at page 15 turn to page 15 now. But what I want to do in studies, I want to bring my tone up. Take a look at page 15 that the data and then bring it back down. But, uh, turn to the person next to you. Now look at the screen. I'm gonna put all the directions up there, and I'm gonna actually read these with the good tone. And I want you to hear how cool they sound. Turn to page five in the handout. Read the second paragraph on page three. Look up here. Open that window. Look at your screen by open the window. I don't mean in actual physical window. I'm talking about software training, opening up a window on the screen. Think about that. Discuss that with your neighbor. Right. Those ideas down. Highlight those two things. See that? Now, why are these so powerful? Well, I can tell you that. I remember I said I observed over 10,000 presenters. Well, actually watched a ton of them. This is about six different presenters on page 15. I watched, and when they wanted to get an audience to do something, some of these presenters were instructors. Some of them are teachers. Some of them are keynotes. Some were just flat out sales presented somewhere. Business professionals. Some of them are. Ted talks. Whenever it was when they wanted to get their audience to do something, they ended up doing something like this. I mean, let me show you the bad examples. You might want to turn to page five in your handout. I want you to read the second paragraph on page three. If you wouldn't mind. Look up here and we're gonna open up that window. If you take a look at your screen, I'd like you to think about I want you to discuss that with your neighbor. Now you can write these down these those ideas down. All right. A couple of things I want you to highlight are boraine. Boring, Boring, boring, boring, Boring. Why it is so boring. Because people here the 1st 3 words you say and the action verb is the one thing you want the first word to be. When you make the action burn the first word. It gets your audience to take action. When they take action, they get paid. Check it out. It's did a scene you might want to turn, you say, turn to page five and boom. They know exactly what to do when you say you might want to get so lost, the direction gets lost in all these words you're saying, by the way, why do presenters do this? Why do they start with You? Might want to because they're afraid of offending their audience. They're afraid of being too pushy. I'm here to tell you, your audience wants you to be pushing in a nice way. They want you to take control. They want to feel like they have control. But the reality is you do so you need to share control with them. And I can tell you one of my mentors once told me, Jason, if you don't share control with your audience, they will take it from you. I'll never forget. I had my very first presentation ever in 1991. It was a bunch of middle school students and within five minutes to desks flew across the room. You say they want me to take control, but they need to feel they're in control on the way to do that is to share control and you can share control by giving them something to do that they get paid for, like turn to page five. Write that down. In fact, I'm gonna try this with you right now. You got to do now is combined the questioning techniques and the learning styles with this . Imagine I was doing in agreeance. See if you're right. For example, I might say, Take a look on page 15 and write the answer to this question for 30 seconds. How do you think you could use direction? ALS in your next presentation? See, that was a relevant slash leading question that I asked them to use a directional four that starts in agreeance. See if you're right. Who? So now we're making this advanced. And this is what great presenters dio This is so powerful. What I want you to do is look on Page 16. I want you to actually memorize some directions you can use now. By the way, what? You're the directions you can use. It's actually put him back on the screen real quick. It's on page 15. There's a look read. Look at a page. Read a page, look a slide. Do something on their laptops. Look at their screens. Think about something. Discuss something, right? Something and highlights something right now. Unpaid 15. I'd like you to circle the top three directional that you could see yourself using again and again in your next presentation. See what I just did and use the direction with you. Now, how could I made that better? I said right now I'd like you to take a look at page 15. What could I have done? Make that better? Yeah. I could start with an action verb. Here's what it sounds like. Turn to page 15. Circle your top three directions. Now the Julia's in your next presentation. Go. Here's your last activity. Look on page 16. There was a directional five steps. Step one. Decide what word you're gonna use to tell the audience to write something down. Decide the word you used to tell him to look at something. Decide what word you're gonna used to tell him to read something. What do you use time to think about something. What? What is your tone and pitch you're going to be? I want you to practice that tone and pitch now. I'd like you to take three minutes pic three direction ALS, practice your tone and pick and pitch. Then pick three more. Practice your tone and pitch again. In the next three minutes, I'm gonna have you come back and I'm gonna wrap all this up with how you can take the things we've talked about. Everything from questioning techniques, everything from direction, ALS and learning styles. We're gonna review all that stuff. We're gonna show you how you can use this in your next presentational. See in three minutes. Hey, we're back. It is time to wrap this up. I'm gonna review everything with you that we've talked about for maintaining the audience's attention like we do with this baby and dog. And then I'm gonna actually give you your turn assignment that's going to allow you to take everything we've done and synthesize it and put it in your presentation because it drives me crazy. When I watch presentations and they get done and I'm thinking, OK, that was great. But what do I do now? What you need to do now is turn to Page 17 and you'll see there what we call the your terms to keep the audience captivated. This is how you get your audience to be engaged with you. Interact with you. Hit all the styles that need to learn from you all at once, and you'll notice there's three sections here. Ask the right questions, address every learning style and give targeted directions. Let's review we do a couple recall questions with you. What the four kinds of questions you can ask your audience. What are they, Sam out loud as you're sitting there in the room that you're in right now? Same out. Loud recall Question. Leading question. What else? Expert question. Relevance. Question. Which of those questions? It's the left side of the brain. Same a lot. Recall question. Expert Question. Which one hits the right side of the brain? Leading question. Relevance. Question. Good. Now, what have four learning styles? Oh, by the way, which of those questions tells him what's in it for them? The relevance Question. Which one of them has the words? Do you remember in it? The recall question? Which one has the words? Do you think in it? The leading question. Which one do I want? A target? The experts in the room the expert question. Good where the four learning style, same allowed give you a few seconds of sale step talk research create, which is the opposite of step Create. What's the opposite of research? Talking? What's the technique that hits all four of them simultaneously? Say it out loud. I agree, and see if you're right and what's the first step of the agree and see if you're right, ask what kind of question? A leading question. Then you give him 30 seconds to do what to write the answer on their own, then another 30 seconds to do what? To agree with the person next to them. And then finally, what do you assign the re layers? And then, lastly, directional. Start with a what? What kind of a grammar directional. Start with action verb and what are three different examples of directions. You can have them. Look, read. Highlight right talk. Good. Apply those things in the your turns on page 17 and you will have the attention. At any given time of any audience, you have to remember to apply him. How often? What does John Medina in his book say every 10 minutes? What did I say? You should do If you really want to keep their attention, you should apply them every one minute, especially primetime sleepy time of adults. It's your turn to keep your audience captivated so their minds never wander. Go maintain the attention of your audience. In your next presentation, we'll see in the next programme.