Many teachers incorporate student presentations as an essential
part of their classes. The challenge is to ensure that the listeners
in the room continue to learn during the presentations.
Giving students a specific assignment to do in relation to the presentation
will raise the level of audience thinking and engagement.
First, ask students, “What does it mean to be a good
audience member during presentations? How might you maximize your learning from
these presentations?” You might want to co-create the success criteria with
students on the white board.
For a content-based presentation, you might also ask
students to:
1. 1. Be
a critic on the content presented. Students could list strengths/weaknesses of
the presented content.
2. Create a list of questions about the content of the presentations. Teacher could cold-call on 2-3 students after each presentation to share their questions with the presenter. OR, the teacher could ask students in pairs or small groups to record three questions raised by the presentation. They could then choose the best one to add to a Google Doc or place on a Post-It for sharing.
3. Take notes on the speaker’s presentation.
4. Write a summary of the presenter’s information.
5. Develop an argument on the opposing side if the student is trying to argue or persuade the audience.
6. Think of themselves as researchers needing to develop the next research question, listing the next steps.
7. Pause between presentations to give students a chance to ask questions, clarify and consolidate their notes with others.
8. Insert brief demonstrations, short ungraded exercises, and/or simulation exercises between presentations to apply the learning.
9. Use clickers or electronic programs such as Socrative, Plickers, or Kahoot to find out if students are understanding the material.
10. Give specific feedback based on the rubric for the presentations
2. Create a list of questions about the content of the presentations. Teacher could cold-call on 2-3 students after each presentation to share their questions with the presenter. OR, the teacher could ask students in pairs or small groups to record three questions raised by the presentation. They could then choose the best one to add to a Google Doc or place on a Post-It for sharing.
3. Take notes on the speaker’s presentation.
4. Write a summary of the presenter’s information.
5. Develop an argument on the opposing side if the student is trying to argue or persuade the audience.
6. Think of themselves as researchers needing to develop the next research question, listing the next steps.
7. Pause between presentations to give students a chance to ask questions, clarify and consolidate their notes with others.
8. Insert brief demonstrations, short ungraded exercises, and/or simulation exercises between presentations to apply the learning.
9. Use clickers or electronic programs such as Socrative, Plickers, or Kahoot to find out if students are understanding the material.
10. Give specific feedback based on the rubric for the presentations
For a presentation evaluated on performance or
presentation skills, you might also ask students to:
1. 1. Complete a rubric on the presenter.
2. Offer the presenter “Two Stars” (positive feedback) and a “Wish” (suggestion to improve their presentation).
2. Offer the presenter “Two Stars” (positive feedback) and a “Wish” (suggestion to improve their presentation).
Please share with us any
other ideas that you have used in the classroom!
Some
of the ideas above came from http://www.usciences.edu/teaching/tips/spal.shtml
and https://www.sdstate.edu/engr/upload/Engaging-Students-ASEE-CoE-3-24-11.pdf
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