Instead of being spoken AT from the front of the room, non-interactive, and death by PowerPoint presentations...
Presenters used and modelled the pedagogies that work in the classroom.
Time was allowed to connect to the learning and construct learning through dialogue.
Learners were invited to move around to different partners and groups to consider different viewpoints.
Opportunities were given to ask clarifying questions.
Presenters checked for understanding, for example using the red, yellow, green cup system.
Presenters checked the level and pace they were pitching at and altered it fluidly to match learners' needs, giving the right level of challenge, extending or slowing down as needed.
The power of silence was given to allow thinking time and reflection.
Opportunities were given to synthesise a product to consolidate the learning, or connect it to the real world of the classroom.
Movement was incorporated including standing up, stretching and brain breaks.
Strategies such as think-pair-share, human graph, gallery walks, etc. were used.
Presenters quickly connected with the learners and used respectful, invitational language.
Presenters spoke less and allowed teachers to be the learners.
Presenters showed how passionate they are about their learning and how they've been inspired.
And many more...
Professional learning was a real learning experience.
These presentations are few and far between in my area. Presenters are frequently content driven and do not prioritise the learning that teachers need to do to 'get' that content. Many teachers are time poor and don't have time to go away and think after the presentation, instead worrying about what to organise for dinner or how they are going to fit in that dentist appointment they need. Presentations can be boring and slow paced sometimes, or bombarding you with new information without time to take it all in.
Let's have dynamic, learning experiences as teachers. Let's really experience ourselves as learners. Let's soak up that new learning, play with it and innovate. Let's really, deeply understand it. Let's know when we leave where we will go with it when we get back to our classrooms.
Open to additions and feedback.