How & why to use a timeline for preparing a presentation

2 printables (a blank timeline & a complete one) plus teaching notes

This week is the beginning of a series on an aspect of teaching any form* of public presentation I found the most challenging: preparation. Specifically, convincing students that step-by-step preparation was by far the best method of making sure they were ready to deliver to an audience with panache, with confidence, and most importantly, without undue stress.

My goal is bundle of resources for teachers, each one covering a different approach to achieving the desired end result: a person rehearsed and set to go.

* I taught English and drama. Presentations could be as a character in a play, a speaker in a debate, a speech to the school community etc.

Today’s instalment is on time lining and I’ve prepared it as if I’m talking directly to students. It’s approximately pitched for middle school upwards and includes two printables: a blank timeline for your own use and an example completed one.

Part One – Introducing time lining

What is the purpose of a timeline when planning a presentation?

A timeline is a powerful tool for organizing and managing the preparation process for a presentation. It lays out all the tasks you need to complete, in the order they need to happen, and the date by when each of them should be done.

Why use a timeline?

1. Keeps you on track
   It breaks the preparation into manageable steps—like research, writing, creating visual aids, rehearsing, and assigns each a clear deadline. This helps prevent an outbreak of last-minute OMG panic.

2. Reduces stress
   Knowing what needs to be done and when, gives you a sense of control and calm. You don’t need to worry thinking you may have forgotten something important.

3. Improves quality
   Spreading tasks out over time means you can give each part the attention it deserves, resulting in a more polished, confident final presentation. There’s not a stressed last minute hurtle to get something done.

4. Helps with prioritizing
   A timeline helps you focus on what matters most at each stage, rather than getting lost in small details too early. For instance, thinking through and organizing what you’ll wear rather than getting on with crafting the presentation.

5. Builds in rehearsal time
   Rehearsing is vital but frequently skipped. A timeline ensures you leave time to practice and refine your delivery before the big day.

See a completed example timeline

Click the link to see and download a completed timeline document. All the necessary elements* that come together to make a successful presentation have been prioritized from beginning to end, given a time allowance and slotted in.

* See the information under the heading Working out what to put on your timeline

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Part Two – Making a timeline

Get a blank printable timeline document to complete

Click the link to download a printable timeline with a five-week lead-in to the date of the presentation.

How to work out your starting point

Enter your completion date in the fifth slot (week 5) and then count backwards to today’s date. This is your starting point. (In my example, the presentation date is July 15, and my beginning point is June 10.)

You might have five weeks to prepare but it could also be much less than that. Therefore, the week two slot on the timeline might be where you begin. Or if you have a fortnight to prepare, then the week three, or four, slot is where you start.

Working out what to put on your timeline

Regardless of how long you have to prepare these are the questions and elements you’ll want to cover. Once you know more about what you have to do it will be much easier to set out the steps you need to take to reach your goal – a successful presentation.

Start with the basics

• What is the date of this presentation?

• How long have you got to prepare for it?

• Where is it going to be given? What is the venue?

• What type of speech is required? What is the speech purpose? Are you to entertain, inform, persuade, demonstrate? Or a mix of any of these?

• What is the topic? How much research do you need to do? Do you have material already prepared you can adapt? Or is this an entirely new topic?

• Are there any special requirements? For instance: a show and tell or demonstration, a question and answer (Q & A) session?

• How long is the speech expected to be? Does the time allowance include a Q & A if one is required?

• Is the speech being assessed? If it is, have you got a copy of the criteria? (As you get further into the preparation, you’ll want to go through it to make sure you’ve considered and covered everything listed.)

Move onto audience analysis

• Who are you speaking to? Your peer group? A special interest group who’ve come along because of what you’re speaking about, and they want to know more? What defining characteristics do they share? Age? Gender? Ethnicity?

• What do they care about? What concerns them? How could you angle your topic to address their concern?

• Have they come along to listen to you voluntarily or are they there because they have to be? (If it’s the latter you’re going to have to work harder to grab and hold their attention.)

• What do they already know about your topic? Anything? Nothing? What would be interesting/vital for them to know? Can you build on what they already know?

• What counter opinions or objections to your topic could members of the audience have?

• What type of material would keep them actively engaged?
  For example: stories they can relate to, factual evidence-based research, or hypothetical questions and answers like:
  
  “I know many of you are asking yourself how the quality of a person’s voice influences how people respond to them? Let me answer that by giving you an example.” and using a high whining voice ask, “If you’re a student sitting in a classroom and the teacher talks like this, how long do you think you could remain on task, interested and willing to learn?” (For more see: How is your teaching voice? The impact of voice quality on students.)
  

• What would you like them to think, feel or do as a result of listening to your presentation?

• What type of language would be fitting to use? What tone fits your speech purpose as well as your audience?

Preparing the presentation

• Complete a speech outline for the body of your speech using the knowledge you’ve gained from your audience analysis: main points, (with examples), sorted out and ordered.

• Planning and preparation of visual aids: what is required, fits with the speech, its purpose, the venue and is able to be prepared within the time you have available? Do you need a handout for the audience?

• Do you need IT assistance? Check what is available in the venue and what you need to organize for yourself.

• Complete the presentation: prepare the introduction, link it to the body and add the conclusion.

• How are you going to deliver your speech? Are you reading it from a script, preparing note cards, or memorizing it? Prepare what is needed to support the delivery method you are going to use.

• What potential challenges do you think you might have? What solutions will you put in place to meet them? For example: a momentary mind blank causing you to forget what you were going to say next or a tricky question during the Q & A part of your presentation.

Polishing the presentation

• Practice every aspect of your presentation.

• Time it and test it on an audience, including a Q & A segment if you’re going to have one. Ask for specific and actionable feedback.

• Refine if needed and keep on practicing.

• If you have an opportunity to practice in the space you are going to present in, take it. Prior knowledge of the venue will help build your confidence.

Personal presentation

• What are you going to wear? Is it clean? Is it tidy? For instance: no missing buttons, or a dropped hemline.

• Does the impression it will create fit with the purpose of your presentation?

• Have you practiced while wearing it? When you’re in public is not the time you want to discover you can’t move comfortably.

At the venue

Arrange a time ahead of your presentation when the venue is free to check:

• the sight lines. Can everyone see you from where you are proposing to stand?

• your visual aids. Can everyone see them clearly from whatever section of the audience they are in?

• the podium. Is it the right height for you?

• the sound. Does your voice carry to all parts of the space? And, if you are going to use a mic, practice with it to minimize awkward surprises.

• the lighting. Are you able to read your notes easily? Can the audience see you and your visual aids clearly?

• all your electronics to ensure they are working as they should.

If you require a different seating or stage setup, be sure to have discussed that with whoever is in charge well in advance of the event. They may need to allow time in the program to make the changes which could, if there are multiple speakers, alter the speaking order.

Last-minute presentation checklist

Make yourself a pre-delivery checklist – one that you’ll go through before you leave for the venue to ensure you have absolutely everything you need for your presentation on hand. No one needs a last-minute flap. This is a safety net.

For instance:

• note cards or script for speech

• back up of note cards or script for speech (paper – in case the electronic version fails)

• visual aids – plus back up

• white board markers and an eraser (if you’re going to use a whiteboard)

• laptop, charger, extension cords, phone etc.

• any personal items you might need: medicines, tissues...

Marking up your own timeline

Keep it real

Please don’t fall for the temptation to minimize how long it will take to complete each step. Think it through and keeping it real, start entering what you need to do from your starting point. Be sure to allow time for at least two or three full rehearsals or practice sessions before you deliver the speech.

Using your timeline as you prepare for your presentation

Treat your timeline as a living document. Things change regardless of how much effort you put in to try and make them fit your plan. To be useful your timeline needs to reflect those changes. Some things may take longer than you anticipated. Some things may be done more quickly.

Be prepared to update your timeline and shuffle parts of it around to manage the changes. For your own sake, please make sure you keep at least three quarters of the time you marked off for rehearsal intact, particularly the rehearsal in the venue.

Here’s those download links again.

• get a blank printable timeline

• get a completed timeline document

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That’s it for this week.

As per usual, I hope it’s useful for you and your students. And of course, your feedback on any of it is welcome. ☺

Thank you for being here,

Susan

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