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7.4 Public Speaking and Class Presentations

Learning objectives.

• Know how to overcome nervousness and anxiety associated with public speaking and giving class presentations.
• Effectively use the six-step process to prepare for and deliver a class presentation.
• Create effective visual aids for use in class presentations.
• Work with a group to successfully plan and deliver a class presentation.

Public speaking—giving an oral presentation before a class or another group of people—is a special form of interaction common in education. You will likely be asked to give a presentation in one of your classes at some point, and your future career may also involve public speaking. It’s important to develop skills for this form of communication.

Public speaking is like participating in class—sharing your thoughts, ideas, and questions with others in the group. In other ways, however, public speaking is very different. You stand in front of the class to speak, rather than from your usual seat—and for most students, that changes the psychology of the situation. You also have time outside of class to prepare your presentation, allowing you to plan it carefully—and, for many, giving more time to worry about it and experience even more anxiety!

Overcoming Anxiety

Although a few people seem to be natural public speakers, most of us feel some stage fright or anxiety about having to speak to a group, at least at first. This is completely normal. We feel like everyone is staring at us and seeing our every flaw, and we’re sure we’ll forget what we want to say or mess up. Take comfort from knowing that almost everyone else is dreading giving class presentations the same as you are! But you can learn to overcome your anxiety and prepare in a way that not only safely gets you through the experience but also leads to success in your presentation. The following are proven strategies for overcoming anxiety when speaking in public:

• Understand anxiety. Since stage fright is normal, don’t try to deny that you’re feeling anxious. A little anxiety can help motivate you to prepare and do your best. Accept this aspect of the process and work to overcome it. Anxiety is usually worst just before you begin and but eases up once you’ve begun.
• Understand that your audience actually wants you to succeed. They’re not looking for faults or hoping you’ll fail. Other students and your instructors are on your side, not your enemy. They likely won’t even see your anxiety.
• Reduce anxiety by preparing and practicing. The next section discusses the preparation process in more detail. The more fully you prepare and the more often you have practice, the more your anxiety will go away.
• Focus on what you’re saying, not how you’re saying it. Keep in mind that you have ideas to share, and this is what your classmates and instructors are interested in. Don’t obsess about speaking, but focus on the content of your presentation. Think, for example, of how easily you share your ideas with a friend or family member, as you naturally speak your mind. The same can work with public speaking if you focus on the ideas themselves.
• Develop self-confidence. As you prepare, you will make notes you can refer to during the presentation. You’re not going to forget what you want to say. The more you practice, the more confident you’ll become.

Guidelines for Presentations

Preparing and delivering a presentation in class (or in business or other settings) is a process very similar to the learning process discussed in Chapter 4 “Listening, Taking Notes, and Remembering” , Chapter 5 “Reading to Learn” , and Chapter 6 “Preparing for and Taking Tests” and the writing process discussed in Chapter 8 “Writing for Classes” . The process breaks down into these six basic steps:

• Analyze your audience and goals
• Plan, research, and organize your content
• Draft and revise the presentation
• Prepare speaking notes
• Practice the presentation
• Deliver the presentation

Step 1: Analyze Your Audience and Goals

Who will see and hear your presentation—and why? Obviously, other students and the instructor. But you still need to think about what they already know, and don’t know, about your topic. If your topic relates to subject matter in class lectures and readings, consider what background information they already have and be careful not to give a boring recap of things they already know. It may be important, however, to show how your specific topic fits in with subjects that have been discussed already in class, especially in the beginning of your presentation, but be sure to focus on your new topic.

New terms and concepts may become familiar to you while doing your research and preparation, but remember to define and explain them to other students. Consider how much explanation or examples will be needed for your audience to grasp your points. If your topic involves anything controversial or may provoke emotion, consider your audience’s attitudes and choose your words carefully. Thinking about your audience will help you find ways to get their attention and keep them interested.

Be sure you are clear about the goals for the presentation. Are you primarily presenting new information or arguing for a position? Are you giving an overview or a detailed report? Review the assignment and talk with the instructor if you’re unsure. Your goals guide everything in the presentation: what you say, how much you say, what order you say it in, what visual aids you use, whether you use humor or personal examples, and so forth.

Step 2: Plan, Research, and Organize Your Content

Starting with the assignment and your goals, brainstorm your topic. Jot notes on specific topics that seem important. Often you’ll do reading or research to gather more information. Take notes as you would with any reading. As you research the topic at this stage, don’t worry at first about how much content you are gathering. It’s better to know too much and then pick out the most important things to say than to rush ahead to drafting the presentation and then realize you don’t have enough material.

Organizing a presentation is similar to organizing topics in a class paper and uses the same principles. Introduce your topic and state your main idea (thesis), go into more detail about specific ideas, and conclude your presentation. Look for a logical order for the specifics in the middle. Some topics work best in chronological (time) order or with a compare-and-contrast organization. If your goal is to persuade the audience, build up to the strongest reason. Put similar ideas together and add transitions between different ideas.

While researching your topic and outlining your main points, think about visual aids that may help the presentation.

Also start thinking about how much time you have for the presentation, but don’t limit yourself yet in the outline stage.

Step 3: Draft and Revise the Presentation

Unless required by the assignment, you don’t need to actually write out the presentation in full sentences and paragraphs. How much you write depends on your own learning and speaking style. Some students speak well from brief phrases written in an outline, while other students find it easier to write sentences out completely. There’s nothing wrong with writing the presentation out fully like a script if that helps you be sure you will say what you intend to—just so you don’t actually get up and read from the script.

You can’t know for sure how long a presentation will last until you rehearse it later, but you can estimate the time while drafting it. On the average, it takes two to three minutes to speak what can be written on a standard double-spaced page—but with visual aids, pauses, and audience interaction, it may take longer. While this is only a rough guide, you can start out thinking of a ten-minute presentation as the equivalent of a three to four-page paper.

Never wait until the last minute to draft your presentation. Arrange your time to prepare the first draft and then come back to it a day or two later to ask these questions:

• Am I going on too long about minor points? Could the audience get bored?
• Do I have good explanations and reasons for my main points? Do I need more data or better examples? Where would visual aids be most effective?
• Am I using the best words for this topic and this audience? Should I be more or less informal in the way I talk?
• Does it all hold together and flow well from one point to the next? Do I need a better introduction or transition when I shift from one idea to another?

Visual Aids in Presentations

Except for very short informal presentations, most presentations gain from visuals—and visual aids are often expected. If encouraged or allowed to include visuals in your presentation, plan to do so. Consider all possible types:

• Charts or graphs
• Photos or other images
• Video clips
• Handouts (only when necessary—they can be distracting)

Use the available technology, whether it’s an overhead projector, PowerPoint slides, a flip chart, or posters. (Talk to your instructor about resources and software for designing your visuals.) Follow these guidelines:

Design your visuals carefully. Here are some basic rules:

• Use a simple, neutral background. A light-colored background with text in a dark color works best for words; a dark background used like matting works best for photos.
• Minimize the amount of text in visuals—more than eight words per slide is usually too much. Avoid simply presenting word outlines of what you are saying. Make sure text is large enough for the audience to read.
• Don’t use more than two pictures in a slide, and use two only to make a direct comparison. Montages are hard to focus on and distract the viewer from what you’re saying. Use images only when they support your presentation; don’t use clip art just as decoration.
• Don’t put a table of numbers in a visual aid. If you need to illustrate numerical data, use a graph. (Microsoft Excel can make them for you easily.)
• Don’t use sound effects. Use a very brief recording only if directly related to your main points.
• Don’t use visual special effects such as dissolves, spins, box-outs, or other transitions. They are distracting. Use animation sparingly and only if it helps make a point.
• Don’t use so many visuals or move through them so quickly that the audience gives all its attention to them rather than to you.
• Practice your presentation using your visual aids, because they affect your timing.
• Explain visuals when needed but not when they’re obvious.
• Keep your eyes on your audience, only briefly glancing at visuals to stay in synch with them.
• Don’t hand out a printout of your visuals. Your audience should keep their eyes on you instead of fiddling around with paper.

Step 4: Prepare Speaking Notes

As mentioned earlier, it’s not a good idea to read your presentation from a written page rather than deliver it. To keep your audience’s attention, it’s important to make eye contact with them and to use a normal speaking voice—and you can’t do this if you keep your eyes on a written script.

Speaking notes are a brief outline for your presentation. You might write them on index cards or sheets of paper. Include important facts and data as well as keywords for your main ideas, but don’t write too much. (If you forget things later when you start practicing, you can always add more to your outline then.) Be sure to number your cards or pages to prevent a last-minute mix-up.

Think especially about how to open and close your presentation, because these two moments have the most impact of the whole presentation. Use the opening to capture the audience’s attention, but be sure it is appropriate for your audience and the goals. Here are some possibilities for your opening:

• A striking fact or example (illustrating an issue or a problem)
• A brief interesting or humorous anecdote (historical, personal, or current event)
• A question to the audience
• An interesting quotation

Then relate the opening to your topic and your main point and move into the body of the presentation.

Your closing mirrors the opening. Transition from your last point to a brief summary that pulls your ideas together. You might end with a challenge to the audience, a strong statement about your topic, or a personal reflection on what you have been saying. Just make sure you have a final sentence planned so that you don’t end up uncomfortably fumbling around at the end (“Well, I guess that ends my presentation”).

Step 5: Practice the Presentation

Practice may be the most important step. It is also the best way to get over stage fright and gain confidence.

Practice first in an empty room where you imagine people sitting, so that you can move your eyes around the room to this “audience.” The first time through, focus on putting your outlined notes into full sentences in your natural speaking voice. Don’t read your notes aloud. Glance down at your notes only briefly and then look up immediately around the room. Practice two or three times just to find the right words to explain your points and feel more comfortable working with your notes. Time yourself, but don’t obsess over your presentation being the exact length required. If your presentation is much too long, however, adjust it now in your notes so that you don’t start memorizing things that you might accidentally still say later on even though you cut them from your notes.

Once you feel good speaking from your notes, practice to add some more polish to your delivery. You might want to record or videotape your presentation or ask a friend or roommate to watch your presentation. Pay attention to these aspects of how you speak:

• Try to speak in your natural voice, not in a monotone as if you were just reading aloud. If you will be presenting in a large room without a microphone, you will need to speak louder than usual, but still try to use a natural voice.
• In usual conversation, we speed up and slow down and vary the intensity of our words to show how we feel about what we’re saying. Practice changes in your delivery style to emphasize key points.
• Don’t keep looking at your notes. It’s fine if you use words that are different from those you wrote down—the more you rehearse without looking at your notes, the more natural sounding you will be.
• Be sure you can pronounce all new words and technical terms correctly. Practice saying them slowly and clearly to yourself until you can say them naturally.
• Don’t forget transitions. Listeners need a cue when you’re moving to a new idea. Practice phrases such as “ Another important reason for this is…” or “Now let’s move on to why this is so.…”
• Watch out for all those little “filler” words people use so often, such as “like,” “you know,” “well,” and “uh.” They’re very distracting to most audiences. Listen to or watch your tape to see if you are using these fillers or ask your friend to point it out.
• Pay attention to body language when practicing. Stand up straight and tall in every practice session so that you become used to it. Unless you have to stand at a podium to use a fixed microphone in your presentation, practice moving around while you speak; this helps keep the audience watching you. Use hand and arm gestures if they are natural for you, but don’t try to make up gestures for the presentation because they will look phony. Most important, keep your eyes moving over the audience. Practice smiling and pausing at key points.
• Finally, it’s a good idea to be ready in case of an accident. Most likely your presentation will go smoothly, you’ll stay on track with your notes, and your PowerPoint slides will work fine, but sometimes a mishap happens. Be ready to joke about it, rather than becoming flustered. If the computer fails and you lose your visuals, say something like, “Well, that’s a shame, I had some really great photos to show you!” If you drop your index cards or notes, or accidentally skip ahead in your presentation and then have to backtrack, make a joke: “Sorry about that, I was so excited to get to my next point that I’m afraid I lost control there for a moment!” Let your audience laugh with you—they’ll still be on your side, and you can defuse the incident and move on without becoming more nervous.

Step 6: Deliver the Presentation

Be sure to get enough sleep and eat a healthy breakfast. Don’t drink too much caffeine or else you’ll become hyper and nervous. Wear your favorite—and appropriate—clothing and comfortable shoes.

You may use computerized visual aids when you give a presentation to a class.

John Haynes Photography – OLPC – CC BY-ND 2.0.

Remember, your audience is on your side! If you’re still nervous before your turn, take a few deep breaths. Rehearse your opening lines in your mind. Smile as you move to the front of the room, looking at your audience. You’ll see some friendly faces smiling back encouragingly. As you start the presentation, move your eyes among those giving you a warm reception—and if you see some student looking bored or doing something else, just ignore them. But don’t focus on any one person in the audience for too long, which could make them nervous or cause them to look away.

Don’t keep looking at your watch or a clock: If your rehearsal times were close to your assigned time, your presentation will be also. If you do notice that you’re running behind schedule, it may be that you’re saying too much out of nervousness. Use your notes to get back on track and keep the pace moving. But it’s better to deliver your presentation naturally and fluidly and be a bit long or short than to try to change your words and end up sounding unnatural.

At the closing, deliver your last line with confidence, sweeping your eyes over the audience. If appropriate, ask if there are any questions. When you’re done, pause, smile, say “Thank you,” and walk back to your seat.

Later on, ask other students and your instructor for comments. Be open minded—don’t just ask for praise. If you hear a suggestion for improvement, file that in your memory for next time.

Group Presentations

You may be assigned to give a presentation in a small group. The six-step process discussed previously works for group presentations, too, although group dynamics often call for additional planning and shared responsibilities:

• Schedule a group meeting as soon as possible to get started. Don’t let another student put things off. Explain that you’re too busy and won’t have time at the last minute.
• Begin by analyzing your audience and your goals together as a group to make sure everyone understands the assignment the same. Discuss who should do what. While everyone should talk about what content to include, from here onward, you will take on specialized roles. One or more may begin research and gathering information. Others who are good writers may volunteer to draft the presentation, while one or more others may develop the visual aids. Those who have public speaking experience may volunteer to do all or most of the speaking (unless the assignment requires everyone to have a speaking role). You also need a team leader to keep everyone on schedule, organize meetings, and so on. The best team leader is an even-tempered student with good social skills, who can motivate everyone to cooperate.
• Steps 2 and 3 can likely be carried out individually with assigned tasks, but group members should stay in touch. For example, the person developing the visuals should be talking to those doing the researching and drafting to see what visuals are needed and get started finding or creating them.
• Before preparing notes in step 4, meet again to go over the content and plan for visuals. Everyone should be comfortable with the plan so far. Make final decisions about who will do each section of the presentation. Set the time for each segment. Then speakers should prepare their own speaking notes. Let someone with strong speaking skills open or close the presentation (or both), with others doing the other parts.
• The whole group should be present for practice sessions in step 5, even if not everyone is speaking. Those not speaking should take notes and give feedback. If one student is doing most of the presenting, an alternate should be chosen in case the first choice is sick on the scheduled day. The alternate also needs to practice.
• During the delivery, especially if using technology for visual aids, one student should manage the visuals while others do the presenting. If several students present different segments, plan the transition from one to another so that the presentation keeps flowing without pauses.

Additional Resources

For Class Presentations

Using PowerPoint. A step-by-step illustrated tutorial for learning how to create effective visual presentations with PowerPoint. https://www.baruch.cuny.edu/tutorials/powerpoint/

“How to Give a Bad Talk.” A humorous look (with some very good advice) on what not to do when preparing for and giving a class presentation. http://www.cs.berkeley.edu/~pattrsn/talks/BadTalk.pdf

Class presentations on YouTube. Search YouTube with the phrase “class presentation” and look for video examples of actual students giving class presentations. Observing and critiquing the presentations of other students are good ways to get started preparing your own and learning from others. Here’s a good example of a student group presentation on a topic we can all relate to (how body language works):

In this presentation, take note of

• how students make good eye contact with the audience;
• the first student’s natural speaking voice and tone, and how she did not have to use her note cards very often (obviously she practiced well);
• some differences among these students;
• the use of PowerPoint slides within the presentation (some better than others);
• the appropriate occasional use of humor;
• the division of presentation responsibilities within the student group;
• each presenter’s interaction with the audience.

Key Takeaways

• Public speaking skills are important because you will likely give presentations in class and perhaps in a future job.
• Overcome anxiety about public speaking by understanding your feelings, preparing well and practicing your delivery, and focusing on your subject.

Follow a six-step process to prepare and deliver a presentation:

• Deliver the presentation and seek feedback
• Use visual aids to support a presentation, creating visuals that are relevant, attractive, and powerful.
• The success of a group presentation depends on effective group meetings, successful division of roles, and repeated group practices.

Checkpoint Exercises

If you have given a class presentation in the past, what worked best for you? (If you have not given a presentation yet as a student, what aspect do you think will be most difficult for you?)

__________________________________________________________________

Name the two most important things you can do to reduce anxiety about a class presentation you will have to give.

For each of the following statements about class presentations, circle T for true or F for false:

Describe how best to use body language (facial expressions, eye movements, gestures, etc.) when giving a presentation.

If you were assigned along with three other students to give a group presentation in the class using this textbook, what would be your preferred role in the preparation stages? Your least preferred role? If you had to take your least preferred role, what single thing would you want to work hardest on to make the presentation successful?

College Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Tips for Online Students , Tips for Students

Presentation Tips For Students – Show And Tell Like A Pro!

Updated: June 19, 2024

Published: May 4, 2020

Giving a presentation to fellow classmates can be a bit daunting, especially if you are new to oral and visual presenting. But with the right PowerPoint tips, public speaking skills, and plenty of practice, you can present like a pro at your upcoming presentation. Here, we’ve laid out the best college presentation tips for students. And once you have one successful presentation, you’ll get better each time!

The Best Presentation Tips for Students

1. arrive early and be technically prepared.

Get to the room early and make sure you leave plenty of time for technical set up and technical difficulties. Have several backup drives (including an online version if possible) so that you are prepared for anything!

2. Know More

Be educated on more than just what you are sharing. That way, you can add points, speak candidly and confidently, and be prepared to answer any audience or teacher questions.

3. Share Your Passion With Your Audience

Connect with your audience by showing that you are passionate about your topic. Do this with the right tone, eye contact, and enthusiasm in your speech.

Photo by  Austin Distel  on  Unsplash

4. pace yourself.

When student presenters are nervous, they tend to speed up their speech. This can be a problem, however, because your speed may be distracting, hard to understand, and you may run under your time.

5. Rehearse Thoroughly

Don’t just practice, rehearse your college presentation. Rehearse the entire delivery, including standing up, using gestures, and going through the slides.

6. Show Your Personality

You don’t need to be professional to the point of stiffness during your college presentation . Don’t be afraid to show your personality while presenting. It will make your presentation more interesting, and you will seem more approachable and confident.

7. Improvise

You can’t be 100% certain what will happen during your presentation. If things aren’t exactly as you expected, don’t be afraid to improvise and run off script.

8. Pump Yourself Up

Get yourself excited and full of energy before your college presentation! Your mood sets the tone for your presentation, and if you get excited right before, you will likely carry that throughout and you’ll make your audience excited about your topic as well.

9. Remember To Pause

Pausing not only only prevents filler words and helps you recollect your thoughts, it can also be a powerful indicator of importance within your presentation.

10. Create “Um” Alternatives

Try hard not to use filler words as they make you look unprofessional and uncertain. The best alternatives to “um” “like” and “so” are taking a breath or a silent pause to collect your thoughts.

11. Using Your Hands

Using your hands makes your college presentation more interesting and helps to get your points across. Point at the slide, use common hand gestures, or mimic a motion.

12. Eye Contact

Eye contact is one of the most important presentation tips for students . Many students are nervous, so they look at their notes or their feet. It is important that you show your confidence and engage your audience by making eye contact. The more presentations you give, the more eye contact will feel natural.

13. The Right Tone

The best public speakers vary their tone and pitch throughout their presentation. Try to change it up, and choose the right tone for your message.

Preparing an Effective College Presentation

1. open strong.

Grab your fellow students’ attention by starting strong with a powerful quote, intriguing scenario, or prompt for internal dialogue.

2. Start With A Mind Map

Mind mapping is literally creating a map of the contents of your college presentation. It is a visual representation and flow of your topics and can help you see the big picture, along with smaller details.

Photo by  Teemu Paananen  on  Unsplash

3. edit yourself.

Some students make the mistake of including too much information in their college presentations. Instead of putting all of the information in there, choose the most important or relevant points, and elaborate on the spot if you feel it’s necessary.

4. Tell A Story

People love stories — they capture interest in ways that figures and facts cannot. Make your presentation relatable by including a story, or presenting in a story format.

5. The Power Of Humor

Using humor in your college presentation is one of the best presentation tips for students. Laughter will relax both you and the audience, and make your presentation more interesting

PowerPoint Tips for Students

1. use key phrases.

Choose a few key phrases that remain throughout your PowerPoint presentation. These should be phrases that really illustrate your point, and items that your audience will remember afterwards.

2. Limit Number Of Slides

Having too many slides will cause you to feel you need to rush through them to finish on time. Instead, include key points on a slide and take the time to talk about them. Try to think about including one slide per one minute of speech.

3. Plan Slide Layouts

Take some time to plan out how information will be displayed on your PowerPoint. Titles should be at the top, and bullets underneath. You may want to add title slides if you are changing to a new topic.

Photo by  NeONBRAND  on  Unsplash

4. the right fonts.

Choose an easy-to-read font that isn’t stylized. Sans serif fonts tend to be easier to read when they are large. Try to stick to only two different fonts as well to keep the presentation clean.

5. Choosing Colors And Images

When it comes to colors, use contrasting ones: light on dark or dark on light. Try to choose a few main colors to use throughout the presentation. Choose quality images, and make sure to provide the source for the images.

6. Use Beautiful Visual Aids

Keep your presentation interesting and your audience awake by adding visual aids to your PowerPoint. Add captivating photos, data representations, or infographics to illustrate your information.

7. Don’t Read Straight From Your Notes

When you read straight from your notes, your tone tends to remain monotonous, you don’t leave much room for eye contact. Try looking up often, or memorizing portions of your presentation.

8. Avoid Too Much Text

PowerPoint was made for images and bullets, not for your entire speech to be written in paragraph form. Too much text can lose your adiences’ interest and understanding.

9. Try A Theme

Choosing the right theme is one of those presentation tips for students that is often overlooked. When you find the right theme, you keep your college presentation looking interesting, professional, and relevant.

10. Be Careful With Transitions And Animations

Animations and transitions can add a lot to your presentation, but don’t add to many or it will end up being distracting.

Public Speaking Tips for Students

1. choose your topic wisely.

If you are able to pick your topic, try to pick something that interests you and something that you want to learn about. Your interest will come through your speech.

2. Visit The Room Beforehand

If your presentation is being held somewhere outside of class, try to visit the location beforehand to prep your mind and calm your nerves.

3. Practice Makes Perfect

Practice, practice, practice! The only way you will feel fully confident is by practicing many times, both on your own and in front of others.

Photo by  Product School  on  Unsplash

4. talk to someone about anxiety.

If you feel anxious about your college presentation, tell someone. It could be a friend, family member, your teacher, or a counselor. They will be able to help you with some strategies that will work best for you.

5. Remind Yourself Of Your Audience

Remember, you are presenting to your peers! They all likely have to make a presentation too at some point, and so have been or will be in the same boat. Remembering that your audience is on your side will help you stay cool and collected.

6. Observe Other Speakers

Look at famous leaders, or just other students who typically do well presenting. Notice what they are doing and how you can adapt your performance in those ways.

7. Remind Yourself Of Your Message

If you can come up with a central message, or goal, of your college presentation, you can remind yourself of it throughout your speech and let it guide you.

8. Don’t Apologize

If you make a mistake, don’t apologize. It is likely that no one even noticed! If you do feel you need to point out your own mistake, simply say it and keep moving on with your presentation. No need to be embarrassed, it happens even to the best presenters!

When you smile, you appear warm and inviting as a speaker. You will also relax yourself with your own smile.

The Bottom Line

It can be nerve racking presenting as a college student, but if you use our presentation tips for students, preparing and presenting your college presentation will be a breeze!

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Inspired Together Teachers

Improve Student Presentations: Teach Them How to be Effective

March 22, 2019 by Inspired Together Teachers Leave a Comment

In our experience, teachers are more likely to assign oral presentations than they are to teach students how to do presentations. We give students the task, and sometimes a rubric, and expected to give polished presentations. We tell them to use expression, but rarely teach them how to read with expression.

Unfortunately, the assign and present method rarely results in excellent presentations.

We say enough already!

We know students should learn to give effective presentations. Oral presentation skills are included in local, state and national standards. Almost all careers, and most jobs require some form of public speaking. Students can effectively demonstrate their learning through speaking, and if it is done well, they can help others learn.

Many teachers struggle to help students with presentations because they fear public speaking themselves. In some studies, fear of public speaking is the number one fear of the American public. In one study, 41 % of people listed public speaking as their number one fear and 19 percent listed death. We should take note when people are more afraid of public speaking than death!

We can eliminate the fear of public speaking if we teach students the skills for good speaking, give them opportunities to practice in low stress situations, and start by frequently practicing they are young. A high school or college speech class is extremely intimidating if students have had no formal instruction in speaking up until that time. To make matters worse, speech classes are seldom required, so many students don’t even get that training.

Where do students get an opportunity for frequent, low stakes practice in speaking? In the classroom.

Every teacher, not just language arts teachers, have an opportunity to help students become confident speakers. Students can improve their presentations skills in history, science, social studies or math in addition to language arts classes. Subjects such as the arts and languages come alive when students learn and use good presentation skills.

You can take back student presentations by teaching students effective presentation skills.

  before you begin, establish rules and expectations..

Emphasize that the goal of speaking assignments is practice to help students become effective speakers.

Help students to understand how having good oral presentations skills will be an asset in the future.

Encourage a growth mindset- if students are nervous, explain that they haven’t perfected the skill yet.

Teach students how to be a good audience and set the expectation that they will be polite. Teach them how to ask good questions of the presenter.

Teach students that their role is not just to create the content, but to practice the skills of effective speaking.

Determine an attention getting signal to use to call students back to you for further instruction.

Teach, model and practice the basics of effective speaking.

Project your voice.

Have student practice projecting their voice across the room without shouting. Try it with a whisper. Students will be amazed that they can whisper so loud that others can hear them at a distance. Practice reading a line or two with different volumes. Have students partner up and try speaking at different volumes from different distances. They want to be sure that everyone can hear them.

Practice standing with a confident stance.

Students should be comfortable, but not slouching. They should stand still and can move occasionally, but not sway back and forth. They can take a few steps or move across “the stage” occasionally, which adds interest.

Practice good eye contact.

Good eye contact helps speakers connect with the audience, which means they will be more engaged in your presentation. Students often miss this one. If they are nervous, they will often fail to make eye contact with others.

Teach students to look up and smile at the audience before they begin. This often puts all parties at ease.

Lack of eye contact also occurs when students read their papers or power points word-for-word. Good speakers often share the content with notes rather than reading from a script. Good speaking is more like talking than reading. If students must read, have them write “look up” at various points in the script. Alternatively, have students write highlights from their papers on note cards, choosing the most important or interesting parts.

Pay attention to speaking rate.

Rate is effectively taught by modeling. Try reading something very fast. It is difficult to keep up. Then read something slowly. It becomes boring. Have students practice reading a paragraph with a partner, alternating fast and slow until they come to a happy medium. Advanced students can learn to modulate rate for effect, for example slowing down to build suspense. This will avoid the dreaded monotone.

Teach students to articulate. 

In general, Americans can be sloppy speakers. Teach students to pronounce things carefully. Voice all of the letters, for example say running, rather than runnin.”  Look for other culprits of sloppy speech, “Ta” for “to” and “gonna” instead of going to. Watch out for mumbling.

Use a more formal tone than you might use in every day speech.

Teach students that there is a time and place for slang and sloppy speech, for example when you are with your friends or in informal situations. Public speaking is a time to use more formal pronunciations.We once heard a student presenting to the board of education and he opened by calling them “Dudes.” It was not well received. You don’t want to put off your audience by appearing unprofessional.

Teach students to use facial expressions to add interest. 

If students have a good command of vocal parts of speaking, teach them to add facial expressions, which will increase audience attention. Give students an opportunity to practice facial expressions. Ask students to show disgust, happiness, sadness, nervousness in their faces. Show accusing looks, hopeful looks and embarrassed looks. Students can make a note in their scripts to remind them to use a facial expression.

Teach students to use gestures. 

Using gestures appropriately will also help your audience maintain interest. Students may use their hands or some part of their body to add emphasis to something they say. If they choose to use a gesture, make sure it is a full gesture, done slowly and purposefully. Students often rush a gesture, throwing it away and eliminating effectiveness because it is done too quickly and not completely. Practice gestures by having students say “goodbye” and waving. Too little or gesturing too quickly, and it isn’t effective. Too long and it looks ridiculous.

Students often like to use gestures. If students want to add gestures, they should plan for them and practice them.

Have students write an attention getting opening.

Students want to get the audience’s attention right from the start. “This report is about the role of farmers in 15 th Century China ” does not inspire interest.  “Did you know that each and every one of you has something in common with 15 th Century farmers in China?”   Now we are listening.

Have students start with an intriguing question, an interesting fact or a surprising statement. Have them hint at something valuable they are going to share. Tell them to find a way to connect their topic to their audience.  A little time spent here can have a big pay off in terms of audience interest.

With time and practice, students will improve and gain valuable public speaking skills.

Many students have something to say and want to be heard. Others crave attention and relish being in the limelight. Teaching students the basics of speaking will help them to feel comfortable and confident with public speaking.

Developing good public speaking skills will serve them well in many situations in life, from communicating well in relationships to giving a wedding toast to making a presentation in their future careers.

We hope to banish boring speeches from our classrooms.

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10 Effective Class Presentation Tips for College Students

Giving a presentation to your classmates can be a bit challenging, especially if you are new to visual or oral presentations or fear public speaking. 

However, class presentations foster an excellent opportunity for students to enhance their public speaking skills while broadening their perception and understanding of a particular subject matter. 

Also, the presentation provides a platform for students to connect with peers, professionals, and potential employers. 

By showcasing their skills and knowledge, they can build relationships and establish themselves as a better performer in their field. 

While presentation helps students to expand their horizons of knowledge and skills, beginners may be slightly concerned about where to start and how to master it. 

Worry not! Here, we discuss the best presentation tips for students for a flawless delivery of the subject.

10 Handy Presentation Tips for College Students

Effective delivery of a presentation requires efficient presentation techniques and exceptional presentation abilities. 

The following tips for presenting in class help students strengthen their public speaking skills, empowering them to effectively communicate their message or information to the audience.

1. Overcome Presentation Anxiety

While it is quite common to feel anxious before the presentation, it won’t allow you to deliver a presentation confidently. 

There are several reasons why students fear public speaking, including, worrying about committing a mistake, lack of experience, losing control, or what if their audience dislikes their speech. 

Nevertheless, don’t worry, as you can overcome your presentation anxieties with the following techniques:

• Prepare and practice your topic thoroughly.
• Just focus on the message you want to convey to your audience.
• Be open to feedback and criticism from others.
• Have a mindset that you are going to make it.
• Practice deep breathing to keep your mind calm and composed.

2. Learn the Art of Public Speaking

Learning and getting used to public speaking can help students feel more confident and comfortable in delivering their message to the audience. 

Also, it helps them to structure their thoughts and use perfect language to convey their content crisp and clean while engaging their audience.

There are several ways for students to learn public speaking skills, including:

• Online platforms and courses
• Local resources (community clubs, associations, etc.)
• Public speaking workshops
• Watching experienced public speakers and observing their techniques

Also Read:   17 Best Advice for College Students from Experts .

3. Craft Compelling Content

A robust opening statement sets the tone for the entire student presentation, helping you grab your audience’s attention. 

Ensure to develop a clear, concise, and thoughtful opening statement that talks about what the presentation is about and how it helps everyone out there. 

Moving on, your body content is the heart of your presentation, and that is what is going to keep your audience in the loop while conveying your ideas and thoughts. 

So, it should be well-structured, engaging, and easy to follow. Here’s how you can devise engaging content:

• Create a strong opening and ending statement with a powerful quote, thought-provoking question, or intriguing scenario.
• Clearly and precisely define your topic and its significance.
• Conduct in-depth research that is backed with statistical data or real-time stories.
• Organize your content with slides and images.

4. Add Engaging Visuals

Rather than constantly scrolling the loads of information, it is better to use visuals to engage your audience while helping them comprehend and retain complex matters and building emotional connections with them.

Tips for slideshow presentations:

• Use simple yet high-quality images.
• Add contrast and pleasing colors to make your slides look good.
• Incorporate snippets to support your visuals.
• Keep your slides consistent in terms of layout and design.
• Choose easy-to-follow fonts and numbers.
• Add data, icons, and infographics for illustration.

5. Balance Information and Entertainment

Adding humor to a presentation is a way to engage and connect with your audience more personally. 

It can help relieve tension, break the silence/drowsy state of mind, and make complex or dry information more perceivable during class presentation. 

Also, it helps keep your presentation memorable for a long time. Here is how you can add humor to your presentation:

• Know your audience and tailor your humor accordingly.
• Use humorous analogies, cartoons, catchphrases, or your own experiences.
• Try not to hurt others while using humor.
• You can make fun of everyday situations or activities, so people can relate with them.

6. Time Management in Class Presentation

Time management is one of the best tips for presenting in class. Starting and finishing your presentation in a predefined time frame is important. 

It helps you to convey your message precisely and effectively without disrupting the flow of the presentation and making it difficult for the audience to follow along. 

To manage your class presentation time, here are some presentation tips for students:

• Practice beforehand to know the required time.
• If you are going beyond the allotted time, cut short your content, delivering the most important points.
• Use visuals to quickly deliver messages.
• Use a timer to know that you are nearing the end.

7. Real-Life Examples

Listening to successful presentations helps you learn new techniques and gain insights on how to give better presentations. You can take note of key elements used, gestures followed, and eye contact made. 

Also, you can study the agenda of the presentation, like how it is structured, what topics are discussed, how properly visuals and icons are used, etc. 

Besides, you can pay attention to the language and tonality of the speaker to see how they used humor, stories, and emotional phrases to connect with audiences. 

Considering these insights, you can prepare your topic and present it flawlessly.

8. Take Peer Review and Feedback

Feedback is a way to learn where you lag and how you can improve further to build your credibility, professional knowledge and image. 

By receiving feedback from peers, you can identify blind spots, fragile areas, and how your content is perceived by others, enabling you to refine your work, address weaknesses, and develop new skills. 

Moreover, this presentation tip can strengthen your relationships with your peers while helping you present better every time.

Also Read:   Tips for Building Professional Relationships in College .

9. Stay Elegant and Attractive with Your Attire

What you wear and how you wear it matters when it comes to presenting in front of the public. 

The clothes you wear can greatly impact how your audience perceives you and your message. So, ensure to present yourself properly and professionally to attract your audience.

Here is how to dress up for class presentations:

• Keep your outfits simple, comfortable, and elegant.
• Avoid flashy colors and designs.
• Choose outfits according to the environment and temperature.
• Get your outfits properly stitched with the right fit. 
• Choose the right and soothing footwear.

10. Post-Presentation Reflection

Reviewing your past presentations can help drag strengths and areas for growth, which can help you make informed decisions and optimize your performance. 

For example, by analyzing your performance, you can assess what works well and what doesn't. This involves identifying areas for improvement concerning the use of visuals, snippets, icons, infographics, etc. 

Knowing these can help you make targeted improvements to enhance your future presentations.

Wrapping Up

A successful class presentation in college is vital for students’ academic and professional journey. 

It helps students develop valuable skills that will serve them in their future careers and provides them with an opportunity to showcase their knowledge and ideas to a wider audience. 

By mastering the art of presentation, students can set themselves apart from their peers and position themselves for success in their chosen careers.

 So, use the above-mentioned presentation tips for students to speak more confidently, sharing your thoughts and ideas.  

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Student Presentations and Strategies for Audience Engagement

Guides & tips.

WR 111, WR 112, WR 120, and WR 151 all require oral presentations for students and value these opportunities for students to speak to their peers. However, instructors sometimes struggle to sustain engagement on the part of the rest of the class during presentations. The following list provides some strategies to motivate audience members to be active listeners, to maintain a supportive and interactive classroom environment, and to help all students benefit from the time spent on presentations.

Guide to Oral/Signed Communication in Writing Classrooms

Setting Up Interactive Presentations

The choices instructors make when assigning presentations and establishing seating arrangements and other classroom logistics can go a long way toward helping all students pay attention to and benefit from presentations.

• Seating and Classroom Logistics Consider a U-shaped seating arrangement (semi-circle) or a circle; the presenter can see all members of the audience, and audience members cannot “hide” the way they might in rows. In some cases, presenters might speak from their chair within the circle, rather than standing (though of course slides/technology also must be considered).
• Pair or Group Presentations In WR 111 and WR 112, group presentations are the norm; students engage in different, often deeper, ways with the content of their presentation when they must come to a consensus with their group about how to present it. While pair or group presentations are not always appropriate in WR 120 or WR 151, a series of six group presentations, for example, takes up significantly fewer class days and slows down the class rhythm less than eighteen individual presentations would.
• Even if students typically take notes on laptops or other electronic devices, setting a standard expectation that devices must be put away during presentations helps the audience focus on the presenters. Paper raters’ sheets may be provided for the presentations, or students can be encouraged to take notes in notebooks, but setting aside their devices shows a level of respect to the presenters.
• Before presentations begin (perhaps when discussing class participation early in the semester), consider making explicit the assumptions about being a supportive and attentive audience member.
• Specify “Audience Responsibilities” on the assignment sheet for all oral presentations. Some instructors go one step further and keep track of audience members who ask questions or offer comments after presentations; you may then give students points for these comments, on their own presentation grade or class participation grade, or you may count these as extra labor opportunities, if applicable to your grading contract.

Facilitating Peer Review of Presentations

Including peer feedback after presentations ensures that students see their classmates (not just their instructor!) as their main audience, facilitates student participation and active listening, and helps students learn from their peers’ presentations. This kind of feedback has been standard practice in ELL contexts for years and is also applicable to mainstream classes.

• Instruct the audience to take notes on the presentation.
• Have the presenter end their presentation by talking about some of the challenges they faced while preparing for and executing the presentation (this required reflection should be clearly conveyed in advance in the assignment sheet for the presentation). The presenter provides information about what they felt went well as well as their thoughts on where they could improve in the future.
• Students respond to the presenter’s comments, identify one element of the presentation that was particularly strong, helpful, or effective, and provide suggestions and specific points on which the presenter can improve in terms of content and/or delivery.

Here’s  an example  of a peer feedback form used after some oral presentations; feel free to use or adapt for your own classes and specific kinds of presentations. An additional model for peer evaluation of presentations comes from the Mount Holyoke Speaking, Arguing, and Writing Program , with a similar feedback form for audience members to complete.

Continuing the Conversation After Presentations

• In-Class Writing Especially in WR 111 or WR 112, instructors may ask students to write in class based on a question, point, or quote that arose in a peer’s oral presentation. You may want to ask the presenter to generate a question for the class to write on, or you may want to create a question yourself on the basis of the presentation, perhaps extending one of the presenter’s points to another text that has previously been discussed, etc.
• Discussion Board Contributions Whether you use the Blackboard discussion board, Jamboard, Padlet, or another tool, instructors may ask students to engage with the content of a peer’s oral presentations on the class discussion board. Students may be asked to make one comment and to raise one question that arose after listening to their peer’s presentation, and regular contributions to the discussion board may be part of the graded work in the course and/or the course contract.

How to Present a Presentation in Class?

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We all have given presentations at some point in our lives. But for students, presentations play an important role, be it during a seminar or an important event. If you are wondering how to present a presentation in class, then don't worry; this blog will help you stand out in the classroom. Stick to the end to understand how to present a presentation in class and make an everlasting impression on your audience. Let's get started!

What is a Presentation?

In simple terms, a presentation is a way of communicating an idea to an audience by speech, slideshow, or other visual aids. Presentations are used in academic settings like colleges and schools and even professional settings like the workplace. An effective presentation should be well-structured, engaging, and tailored to the needs of the audience. It should include an introduction, a main body and a conclusion, as well as nonverbal cues like body language and tone of voice.

Components of a Presentation

Your final grade isn't based just on a few multiple-choice exams. Instead, it will combine assignments, exams, and presentations. This is why you need to know how to give a presentation in class if you want good grades at the end of your semester. To know how to give a good presentation, you first need to know exactly what goes into making a presentation. This will include two main components - a visual element and a spoken element.

Visual Elements

An essential aspect of how to present in class is visuals. If you're wondering how to create a presentation for the class that your peers and professor will love, here are a few important tips on how to give a presentation in class:

1. Keep it Brief: Most well-made presentations can convey all the information you need in around 10-15 slides. 

2. Use Minimal Text: Don't overcrowd your slides with information. If people are too busy reading, they won't pay attention to what you're saying. 

3. Use Relevant Images: Your PPT's visuals should be catchy, but remember that they all need to serve a purpose.

Spoken Elements

‍ Spoken elements are the next essential thing in presenting a presentation in class. Most students have trouble with the spoken part of their presentations. If you want to know how to give a presentation in class that'll get you good grades, your speech needs to be well-polished. 

How to Start Your Presentation?

If you want to know how to give a presentation in class as a student, you must first learn how to write a good speech.

1. Use a Good Hook: The start of your speech should get the attention of your audience right away and pique their interest. 

2. Use Some Humor: Speeches are a way for you to showcase some personality. A spoken assignment gives you the freedom to be a little creative and better engage your audience.

3. Complement your Visuals: Your speech needs to be informative and convey all the information you worked so hard to prepare. 

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Now that you have a fair understanding of a good presentation, we'll give you some tips on how to present a presentation in class that will help you make an impact and earn you the highest grade. Here are some tips on how to present in class that you can use before the big day:

1. Introduce Yourself

It's a given that when you begin a presentation, you must introduce yourself with your name and offer a little background information to the audience. You can tell a bit about yourself and what your presentation is about. This will help you establish yourself as an expert in your domain.

2. Build Rapport with your Audience

The next step in preparing a presentation in class is building a good rapport with your audience. Be yourself and genuinely try to connect with your audience. Research what the audience wants, smile often, and look at your audience while speaking. If there's time before your presentation, engage them in small talk.

3. Know your Content Well

The next essential point on how to do a PowerPoint presentation for class is understanding your content well. You must have a good understanding of the content that you are presenting. If you don't understand what you're trying to say, how will your audience? Test out your presentation on some friends to ensure that your content is understandable to someone who isn't too familiar with the topic, so you can ensure that your classmates and professor can easily understand your content. 

4. Start with a Story

The presentation starting lines for students should always start with a short story to make it more interesting and relevant to your audience. This is the next important thing on how to present a presentation in class. Try to keep the story short, under one minute, and use humour or thought-provoking ideas. A personal touch to the story can enrich it, too.

5. Organise your Presentation

Organising your presentation is also an essential element of giving a good class presentation. Make sure to put short and minimal content in your presentation and add good visuals, too. If you want to know how to give a presentation in class that will get you an A, remember to create a well-structured presentation and use it to know about these best PowerPoint presentation tips .

6. Engage your Audience

Keeping the session interactive is another essential part of presenting a presentation in class. Keep your presentation engaging by asking questions, conducting a fun activity, sharing examples related to your topic, or using humour to make your audience interested and attentive. 

7. Speak Slowly and Clearly

While you're giving your speech, make sure that you speak slowly and clearly; it's the next important thing in giving an excellent presentation. When nervous, people tend to speak fast. Speaking slowly and clearly allows you to be more audible to your audience.

8. Manage your Time

Managing your time is an essential aspect of presenting in class. Understand the time you require to present and adjust the length of your content accordingly. You can do this by practising multiple times while keeping track of your time. Try to avoid an incomplete and rushed presentation. Instead, aim to have a concise and well-delivered one.

9. Create a Visually Appealing Presentation

The other important thing about preparing a PowerPoint presentation for class is making the most of visuals. Visual aids like slideshows, charts, and graphs should be used strategically to reinforce the main points, engage the audience, and improve the presentation's delivery. Avoid cluttering your slides with extra information.

10. Maintain Good Eye Contact with the Audience

Another important aspect of giving a presentation in class is maintaining eye contact. Good eye contact will help you build rapport with your audience, improve your concentration, become more confident, and facilitate engagement.

11. Dress Properly

Your appearance has a huge impact on the audience's perception of your presentation. Make sure that you are dressed appropriately, your outfit is comfortable and doesn't distract the audience from your message. So make sure of the dressing part on how to present a presentation.

12. End on a Strong Note

Ending your presentation on a strong note is also an essential part of the presentation process in class. In the end, summarize everything, address everyone's questions, if any, and thank your audience.

13. Seek Feedback

The next essential thing about presenting a presentation in class is seeking feedback. It is always a good practice to ask for feedback from your professor or classmates. It helps identify areas that you can improve upon for future presentations. It also shows your open-mindedness, as you are open to constructive criticism of your work.

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Class presentation ideas for students.

If you're wondering how to present a presentation in class, but the typical PowerPoint slides and speech combination seems to be boring, there are a few different presentation styles you could try on how to present a presentation in class:

1. Video Presentation

A video presentation is a great way to pack as many visuals as you want into your presentation while still keeping your audience engaged. If you really want to go all out, you can even try out some timed speeches to complement specific parts of your video. 

2. Interactive Presentation

You can fill your presentation with short quizzes or audience opinions to get the entire class involved in your presentation. This could be a fun way to lift everyone's spirits and ensure your presentation stays in their minds even when they leave the classroom. 

3. Prop-filled Presentation

If you want to go the extra mile, you can bring in physical visual aids, another essential thing in how to do PowerPoint presentations in class to supplement your presentation. Incorporating props into your presentation shows an extra level of planning, creativity, and effort that your audience will appreciate. 

Public Speaking Tips on How to Present a Presentation

So, your speech is written, and it's great! But that's only half the battle—your delivery is just as important. If the thought of public speaking makes you feel weak in the knees, try these public speaking tips on how to present a presentation as a student, another essential thing for students to know about how to do a presentation in class. 

1. Record Yourself Practising

On how to present a presentation in class, the first tip is to record yourself. Listening to yourself speak helps you better understand where you can improve your delivery at different points. Once you know how you're going to sound in front of an audience, you can take the pressure off your final presentation.

2. Practice in Front of Friends & Family

The next tip on how to present a presentation in class is by practising it. To get comfortable with the idea of speaking in front of a crowd, practice with your friends or family. The people closest to you are often your harshest critics, so if you can handle them, you can handle anything.

3. Prepare for the Worst

When thinking about how to give a presentation in class, always be prepared for the worst. Preparing for the worst is an important part of presenting in class. Try to keep a backup in mind in case anything goes wrong, like the audio not working or the slides stopping.

4. Breathe and Do a Self Talk Before the Presentation

Next on how to present in class, is doing deep breathing exercises and talking to yourself before a presentation. Say motivating and inspiring things to yourself, or you can do mantra-based rituals where you can say things like "I'm here to give, not receive." Do use these tips on how to calm down before a presentation .

5. Memorise Key Points

Most people fear getting up on stage and forgetting everything they have prepared. To ensure that doesn't happen, memorize the key points related to your whole content. This is another essential tip on how to present a presentation in class.

Things to Avoid While Presenting a Presentation in Class

Now that you know what you should do, here are a few things you definitely should NOT do. If you want to know how to give a presentation in class, do not make these rookie mistakes while you're presenting.

1. Reading from your Slides

Professors have to see dozens of students' presentations every day, and the last thing they want to see is a boring presentation with someone reading off of their slides. So, the first thing to avoid on how to present a presentation in class is reading from slides. Slides are a visual aid and should NOT be used as cue cards.

2. Avoiding Eye Contact 

Make as much eye contact with your audience as possible. This is an essential part of giving a presentation in class. Do not look at your shoes or keep glancing at your slides. Maintaining eye contact shows confidence and will keep your audience engaged in your speech.

3. Speaking Too Fast 

The next thing to avoid when presenting in class is speaking too fast. Don't rush through your words because that will make you come across as underconfident and reduce your volume. Keep a consistent pace throughout, and you'll get through your speech in no time!

4. Exceeding Time Limit

Don't exceed your time limit. Another thing to avoid when doing a PowerPoint presentation for class is overextending yourself, as people might have other things to attend to. Also, sitting too long through a presentation may cause your audience to lose attention.

5. Overcrowding PPT with Text

The next thing to avoid when presenting in class is making your PPT verbose. Too much text makes your presentation look bad, and your audience might have to put in a lot of effort to read the content.

That was our detailed guide on how to give a presentation in class as a college student. We know we've packed in a lot of information, but if you break everything down step by step, it's all incredibly simple. If you follow all our tips on how to present a presentation in class, we can ensure that you'll give a killer presentation! Also, check out the top 8 presentation tools for students.

Frequently Asked Questions

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Tips for Students Giving Presentations in English

Table of Contents

Students come to us for help with lots of language-related topics. Some may have a more specific need than others, however: help preparing for a speech they're giving.

Naturally, public speaking can be a pretty nerve-wracking experience for most people, but even more so if it's in a second or third language!

We've collected some tips you can share to help students be more prepared and feel more confident when they step on stage.

Students should…

…know the topic.

Successful speeches require at least two things: knowledge and confidence. Therefore, the first and most important thing to impart to students is the need to know their topic well. Knowing the material not only prepares them to speak on it, but it also boosts their confidence in their ability to perform at a high level. 

If your student has a choice about what to speak about, it would be best for them to focus on something they have a personal interest in. In addition to already being familiar with it, their enthusiasm for the topic will naturally come out, which will make the audience more likely to become engaged themselves.

However, they may not have control over the focus of their presentation. In this case, encourage them to study their subject as much as they can. Recommend that they look for resources both on and offline, and that they speak with others who may have useful information to share.

Also, don't forget: it's possible your student has selected you as a tutor because you have a particular skill or interest listed in your tutor profile.

…Study examples

When doing any task, it’s helpful to look at others who have done it well and see what can be learned from them. Encourage your student to find a speech that they enjoy and study it. What is the presenter doing that they like? How have they structured their speech? What parts do the audience seem to particularly enjoy? How can the student imitate these things in their own speech?

If they need examples of speeches to study, you can suggest they browse through the many TED talks that can be found online. Perhaps they can even find an example of someone speaking about a similar topic or theme that they can use for reference.

…Use visual aids

Visual aids are things such as charts, graphs and pictures that can help the audience understand the content of a presentation more clearly. They are a great tool since they allow the audience to learn by using both their eyes and ears.

Visual aids also make the speaker's job easier because they do some of the “talking” for the presenter. Rather than explaining points in detail, the speaker can point to the materials, which provide the information — hopefully in a clear and nice-looking format. 

Be sure to introduce common phrases such as "As you can see here~" and "According to this graph~" that students can use when referring to their extra materials. There are also phrases such as "This data tells us~" to make conclusions based on the information shown in visual aids.

…Use humor (maybe)

Everyone loves to laugh, so humor is a very powerful tool in almost any situation. If you feel your student is up to it, you can suggest they add a bit of humor in order to lighten the mood and make both themselves and the audience feel more relaxed.

Naturally, different cultures have different ideas about what is funny. On top of that, the appropriateness of humor will greatly depend on the topic of the speech and the circumstances under which it will be given.

Allow your student to bounce their ideas off of you and see if the specifics of their unique situation are a good fit for adding a little humor.

The focus should be on the fundamentals, so students shouldn't step too far out of their comfort zone in order to include a joke. However, if you feel they can handle it at their level of English skill, a quick joke can do a lot to get the audience on their side and reduce the student's anxiety.

…Practice, practice, practice

Knowing the topic well is the most important thing, but it’s only one part of a successful speech. The next is being able to talk about it in a way that is interesting and easy to understand for the listeners.  

Aside from any friends or family members the student may practice with, you are the perfect candidate for playing their "audience." Students will likely have specific things they would like you to pay attention to and provide feedback on; it will mostly depend on their level and comfort speaking English. However, it's not a bad idea to listen for the standard things such as pronunciation, intonation and general speaking rhythm.

Additionally, don't forget to check their body language. A presenter standing perfectly still won't be very appealing to their audience and will likely make their speech seem dull. Work with students to help them make smooth, common gestures that will add a subtle but very important sense of naturalness to their presentations. 

…Anticipate follow-up questions

Even when the speech is done, it may not be the end of the presentation. It is very common to have Q&A sessions after a speech when audience members can ask the speaker questions about what they've heard. This possibility may be especially worrying to students since they won't know exactly what will be asked.

Naturally, you can ask your own questions to give them an idea of what to expect. But go beyond and try to think of other possible things listeners may want to know or want clarification on. This will go a long way toward helping your student be prepared when the time comes.

It may be intimidating to them at first, but your students can deliver great speeches if they prepare properly. This means knowing the topic well and being able to talk about it comfortably. It also includes utilizing visual aids and humor in order to provide some variety and liveliness to the presentation. Finally, it means practicing until they feel comfortable — or at the very least, less nervous. 

Preparation with you could be invaluable for students hoping to deliver a great speech and doing it free from worry or stress.

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Giving Effective Presentations

This guide will help you prepare and conduct an effective speech or presentations after you have already created a speech or presentation .

Before the Presentation

Determine the type of speech delivery you are giving. The type of speech delivery influences the strategies you will use to practice the speech. The four types of speech delivery are:

• Impromptu : A speech that has no advanced planning or practice.
• Extemporaneous : The speaker prepares notes or an outline, with embellishment. This kind of speech allows the speaker to adapt to the audience’s reaction and sounds more natural and conversational than scripted speeches.
• Manuscript : Reading a scripted speech word-for-word without any memorization.
• Memorized : Memorizing a scripted speech to present without having to rely on reading the script.

When thinking about how you will deliver your speech, consider:

• Articulation : Find the right pace for your speech in order to retain clarity and be easily understood by your audience.
• Nonverbal communication : This can include posture, eye contact, facial expressions, and movement that can be used to reinforce or modify your speech.
• Effective voice : Strive for a conversational, casual voice at a volume that your audience can comfortably hear even if they are listening from the back of the room or through a digital platform like Zoom, Collaborate, or Teams.

Below are some simple steps to take in practicing for your speech or presentation:

Practice your stance : If you will be standing while presenting your speech, then practice while standing. If you’ll be seated, practice while seated. If you’ll be on Zoom, practice to see what stance will work for your camera.

Speak out loud : It can be tempting to recite quietly when preparing. But reciting your speech at a similar volume to the volume you will use to present in class is another effective method of practice.

Practice without looking at the text : Even if you are not required to memorize your speech or presentation, practicing without looking at your text to see if you lose your train of thought.

Make your script easy to read : If you are planning on reading your speech from a script or notecards, format the words to make them easy to reference while you are presenting. Try these formatting tips:

• Use a large font (14 pt. or greater) for text and numbering your pages.
• Leave blank lines between paragraphs or sentences so you can easily find your place.
• Refrain from stapling pages together or printing double sided, which makes your pages more difficult to organize during the presentation.
• Highlight words or lines that are important to you to ensure you deliver them during the presentation.
• For in class speeches, copy down presenter notes on paper from any PowerPoint or presentation slides in order to refrain from staring at a screen during your presentation.

Record yourself and listen to the recording : Recording yourself provides a way for you to gain an outside perspective of your presentation. Create a list of items you want to improve upon for your next trial run and practice again.

Ask yourself questions : The next step in building confidence in presenting is to evaluate your progress in being precise. Ask yourself:

• Where did I have trouble speaking clearly and/or emphatically?
• Did I stay within my time limit?
• Do I feel the need to delete or edit anything?
• At what point did I feel the most confident?

Practice in front of an audience : Grab a friend, group member, family member or make an appointment with an Academic Coach and recite your speech or presentation in front of another person. This will help you bounce ideas off of someone and give you the chance to practice in front of people with whom you feel comfortable. For Zoom presentations, go through the mechanics of an actual Zoom rehearsal with another person. This may involve additional steps of preparing the physical space, such as lighting, tidying up, and setting the scene that will be viewable by the audience.

Try the Wonder Woman pose : It may feel funny, but some studies suggest that standing with your legs apart, hands on your hips, and chest out (much like Wonder Woman) for two minutes before a stressful event can build feelings of confidence.

During the Presentation

When it comes to the day of the presentation, it is natural to experience feelings of nervousness or anxiety, but remember you have practiced for this presentation and be confident in what you have accomplished. Here are some tips on how to calm nerves in the moment and manage anxiety:

Arrive prepared : Make sure you have everything you need to give the presentation. Using your computer? Make sure it’s charged. Are you reading off a script or notecards? Pack them with your things the night before. If you’re presenting online, see these tips for synchronous online classes using Zoom/Collaborate/Teams.

Breathing exercises : Try 4-7-8 breathing to slow down and calm the mind and body. Inhale quietly through your nose to the count of four; hold your breath to the count of seven; exhale with sound through your mouth to the count of eight.

Maintain eye-contact . This will help you stay engaged with your audience and hold their attention during the speech. The goal is to make eye contact or maintain the illusion of eye-contact with members in the audience at all times you are speaking to them. An effective strategy for maintaining eye contact is to shift your focus between different areas of the audience (room) every few seconds. On Zoom/Collaborate/Teams, you can look at your camera to simulate the appearance of eye contact for the audience rather than looking at the faces on the screen.

Incorporate movement . Consider incorporating movement into your presentation. Movement can help support your message, connect with the audience, and dissipate nervous energy. Some tips for incorporating body movement include:

• Moving through transitions. For instance, stand firm when delivering a point, move to a separate place as you transition to another point, and stand firm when delivering your second point).
• Stepping forward when delivering a key takeaway message.
• Walking toward the audience during a participatory part of your presentation, for instance, a Q&A session.
• Knowing your audience
• Pacing yourself
• Using a sense of humor
• Starting off strong
• Asking questions or use anecdotes to peak interest

Works Consulted

8 effective ways to practice a speech. Ragan Communications. (n.d.).

Body Language Hacks: Be Confident and Reduce Stress in 2 Minutes. (n.d.).

Body Movement Tips for Public Speakers. (n.d.).

Four Types of Speech Delivery: Impromptu, Extemporaneous, Manuscript & Memorized – Video & Lesson Transcript. Study.com. (n.d.).

Oral Presentations: Tips on How to Deliver a Speech for School or Work | Jerz’s Literacy Weblog. (n.d.).

Reading Your Speech? 8 Simple Ways to Make Your Script Easy to Read! Speak Up For Success. (n.d.).

Speech Delivery • My Speech Class. (n.d.).

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| | --> by Claudia Pesce 76,311 views Of all the skills they need to develop to communicate successfully in English, speaking is the one most of them agree they need to work on. To help your students overcome the speaking hurdle, you might want to consider giving them oral . And here’s why. when speaking. The sky’s the limit in this regard. If it’s a one-time, final presentation, they may choose any topic they feel comfortable talking about. Or you can make it a regular activity and assign topics related to what they’ve been learning in class. For example, if you’ve been practicing , you may have each talk about a place they have never been to before but would like to visit. They may talk about everything they would do there. Some students get very nervous about giving long presentations. Here’s a tip. Tell them they’ll have to speak for 10-15 minutes, and they might freak out. On the other hand, if you tell them they only have to speak for two minutes, they will probably speak for five. And if you say five, they’ll probably go on for a bit longer, too. Power Point slides? Posters or ? You may leave this entirely up to them. You may say they have to use at least one visual aid: a map, a photo or poster – whether they give a full slide presentation is up to them, though I recommend using this with Business English students as it gives them great practice for real presentations. First, they must think of a : Next, they must give a few to support the statement (and ): … Finally, they can make a closing statement that upon the initial one: This simple formula can help them talk about most anything. A different way of presenting this is by calling the initial statement the , the supporting details the of the presentation and the final comment the . Another great way to help them think of what information they should include in their presentation is to tell them they must By simply addressing these questions, they should have a clear idea of the points they need to cover. This is meant to be a exercise – not a reading out loud of one’s notes. Show them how to use key words and phrases to help them remember what they want to say. These notes should serve as prompts – they will lead them in the right direction and help them remember which point to mention next. ” is not It’s rambling. Instruct students to use clear language. Show them how to organize their speech, so they don’t use sentences that run on and on and on. They must learn to not only speak, but to organize their thoughts coherently. They should try to pronounce as clearly as they can even it means they have to slow down a bit. At first, it’s okay to sacrifice speed for accuracy. The more they practice, the faster they’ll speak. You may choose to make them compulsory or not, but make sure they understand they should . They may choose to use maps, photos or even . And don’t forget to give each presenter feedback on their presentation. Try to be specific. “ ” sounds great, but it won’t be as helpful as saying, “ ” Bear in mind that even can give simple, one or two-minute presentations. It will help them gain confidence step by step, and build towards longer and better speaking. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English. . That's 4,036 pages filled with thousands of practical activities and tips that you can start using today. 30-day money back guarantee. --> Copyright 2007-2021 пїЅ Submit a worksheet Mobile version Teaching and Learning Student Presentations: Do They Benefit Those Who Listen? February 21, 2013 Maryellen Weimer, PhD Almost everyone agrees that student presentations benefit the presenter in significant ways. By doing presentations, students learn how to speak in front a group, a broadly applicable professional skill. They learn how to prepare material for public presentation, and practice (especially with feedback) improves their speaking skills. But those of us who have students do presentations in class know there’s a downside—and that’s how the rest of the class responds to these presentations. When the teacher talks, students more or less have to pay attention, at least some of the time, but when their classmates present, they can be comatose. Not only does this make it more difficult for the presenter, it means the students listening are not likely having any sort of learning experience. Peer evaluations are one way to get students listening and learning from the presentations of others, as the authors of the article referenced below have documented. Students attend more carefully to what their classmates are saying when the evaluations they are doing “count.” In this article, which describes the use of peer evaluations in ten 300-level political science courses, students evaluated every presentation and those evaluations constituted between 3 and 5 percent of their course grade—an amount the authors describe as “just enough to make the students take this assignment seriously.” (p. 806) The quality of the feedback students provide is improved when they use criteria (in this case the same one the teachers used) to assess the presentations. Without much experience critiquing presentations and with no specific guidelines, they are likely to offer feedback that is generic and not particularly helpful, such as “Good presentation.” These authors had students in each of the 10 classes evaluate the peer evaluation assignment, and that feedback indicates the merit of having students do the evaluations. Seventy-three percent of the students agreed or strongly agreed that completing the evaluations made them pay more attention to the presentations. Almost 60 percent said doing the evaluations gave them a different perspective. “Students indicated they gained a different insight into the process, rather than just sitting through presentations without having any objective or direction as an audience member.” (p. 806) Another sizable majority, almost 74 percent, agreed or strongly agreed that completing the evaluations clarified expectations for the presentation assignment. Students were equally clear that they did not want the evaluations of their peers to have any role in determining their grade for the presentation. This response is interesting in light of the fact that an analysis of a subset of the data revealed a high correlation between instructor and student grades (r = .740). Instructor grades were slightly higher than student-assigned grades. Even though small, this difference was statistically significant. And even though students didn’t want the assessment of their peers to count, over 80 percent agreed or strongly agreed that the feedback of peers would be helpful in improving subsequent presentations. It is appropriate for teachers to consider the learning potential of presentations, not just for the presenter, but for the audience. Peer evaluations can be used to increase the level of attention paid to those presentations and the learning that might result from listening. They can also develop critiquing skills. Rather than incorporating peer critiques into the grade of the presenter, maybe part or all of the critique grade could be determined by the presenter, who rates the quality of the feedback provided. As these authors note, sometimes the logistics of peer evaluations discourage faculty from using them—multiple evaluations to collect, record, sort, and return. What about an online system of peer reviews? Or assign a certain number of peer reviewers to each presentation. That ensures that at least a portion of the audience are attending, and with fewer evaluations to prepare, students could be expected to provide more detailed feedback. Or how about some bonus points to the students whose presentations are rated highest by their colleagues? The details associated with using peer evaluations can be handled in a variety of interesting and useful ways. Reference: Baranowski, M., and Weir, K. (2011). Peer evaluation in the political science classroom. PS, Political Science and Politics, 44 (4), 805-811. Reprinted from The Teaching Professor , 26.1 (2012): 5. Stay Updated with Faculty Focus! Get exclusive access to programs, reports, podcast episodes, articles, and more! Opens in a new tab Welcome Back Username or Email Remember Me Already a subscriber? log in here. A Checklist for Giving the Perfect Presentation Part of the university experience that many students often come to dread is the thought of having to give a presentation to their fellow students and professors. It doesn’t matter how much studying you do, or how well you know the topic you’ll be discussing , it’s often difficult to feel confident when you have to stand up in front of everyone . However, giving presentations is a common occurrence at university so it shouldn’t be something that leaves you feeling overly nervous. If you want to ace your next presentation and impress your professors and fellow students, here are some of the top tips that you should follow. 10 steps to giving the perfect university presentation Presentations can be scary, but if you follow our simple ten-point plan, you’ll be able to pull off the perfect presentation and get the best grade possible. 1. Start with an outline When you first receive your assignment from a professor, the easiest thing is to forget about it until the last minute – but this can be a big mistake to make! The secret to giving a great presentation lies in the preparation and, the earlier you get to it, the greater your change of obtaining a great grade. This doesn’t mean that you have to write everything straight away, just starting with an outline is a good enough start . In your outline, you should cover the points you want to discuss, along with any important topics and references that you may need to collect to back up your points. Once you have the outline completed, you can add additional information as you go along. 2. Create your slides in advance Once you have an outline in place, it’s always good to start getting your slides in order. Your slides are an important part of your presentation as they act as a visual aid to everyone watching you present.  Start putting the information from your outline into the slides and then building on your points to make your presentation more informative. You can also experiment with different slide orders to see what flows best and makes the most sense for your assignment. 3. Don’t forget about the importance of design Although you may not gain many points for having an aesthetically pleasing presentation, it always helps to draw in everyone’s attention. Good design enhances the clarity of the information you’re presenting . If in doubt, going clean and minimal is often the best approach. A design that’s loud and flashy as it can make text difficult to read, and may distract your audience from the important information you’re sharing. 4. Write your own separate speaking notes It doesn’t look professional if you’re constantly turning to look at your presentation slides to see what you are speaking about. Instead, write yourself some flashcards of everything you want to say . These speaking notes shouldn’t be a word-for-word script for what you want to say. They should just be basic pointers to keep you on track and prevent you from forgetting any important information. Remember that during your presentation, your eyes should be on the audience, not just looking down at your flashcards for what to say next. 5. Get familiar with the room you’ll be presenting in If you worry about nerves, getting to feel a bit more confident with the room you’re presenting in can help calm you down before a big presentation .  Find out what room you’re going to be presenting in and see if you can take a look beforehand. This will give you the opportunity to figure out where you can stand, where everyone will be sitting, and how to get the projector up and running etc. 6. Pick an outfit you feel confident in This may feel like a small thing, but the clothes you wear can make a big difference to how you feel and how you present yourself. With presentations, it’s always best to dress slightly more smartly than you usually would at university . This will help you to feel professional and confident – which is always important when giving a presentation. It’s also important to wear something that you feel completely comfortable in. It’s not helpful to look the part if all you can think about during your presentation is how uncomfortable your shoes are! 7. Get feedback on your slides Before presentation day, it’s a good idea to carry out some test runs where you give your presentation to your friends or family . This is a good time to ask them for feedback, and to let you know if there’s anything you could improve on before the real presentation. 8. Practice, practice, practice One of the most important tips to get ready for your presentation is to do as much practice as possible beforehand . The more time you spend going over your notes, practicing speaking to an audience and memorizing the order of your slides, the higher the chance of everything going smoothly on the big day. You should be practising to the point where you feel that you don’t need your notes anymore – this is a sign that you have most things under control. 9. Set yourself up for success on the day On the day of your presentation, get to the room early so you can set everything up and make yourself feel comfortable . The worst thing to do is rush to your presentation and forget everything that you’ve practised just because you’re feeling flustered. Give your speaker’s notes one last read and then try to relax; the calmer you feel, the better things will go. 10. You’ve got this! After going through all of the tips we’ve mentioned above, you shouldn’t have anything more to worry about when it comes to your presentation. All that’s left to do is give your presentation and look forward to getting a great grade from your professor! At EU Business School, our courses offer students a range of opportunities to improve their presentation and communication skills. Find out more about our courses here. You may also like Online Bachelor’s Degree in Business Administration: Your Best Decision Do You Need An MBA To Study HR? 10 Steps To A Successful Enrolment When to Apply: Early Action, Early Decision, or Regular Decision? What MBA is Best For Project Management? Commencement Address by Omar Berrada at EU Business School Barcelona Comments are closed. More in: Education Trends Clearing 2024/2025: How To Call Universities  4 Directions To Take After University Graduation 6 Great Reasons to Study in Europe  Lost your password? EU Students EU Business School Guest Speakers Study in Barcelona Study in Switzerland Study in Munich Study Online EU Programs Business Trends Learning From Leaders Study Abroad – Life & Culture ON Research Talks Bachelor’s Master’s Further Education Summer/Winter School Tution Fees Career Services Academic Calendar Student Services Company Visits Speakers On Campus Sports & Student Life What’s On Mission and Values Accreditations Rankings and Memberships EU Publications Academic Code Request more Information Latest Posts Cultivating an innovator’s mindset , benefits of studying in munich, the latest on leadership styles. Graduate Student Resource Center Supporting Graduate Students' Academic and Professional Success A Few Tips on Giving Presentations During my first quarter here at UCR, along with several other students, I was asked by one of my professors to give a class presentation on a set of readings for one of the designated weeks of the course. The presentation was on a theoretical textbook, around 250-300 pages, and my presentation had to be less than 10 minutes. Besides being up until 1 AM the night before planning the presentation, this was one of the first times I was asked to simplify a great deal of complex information into a 10-minute presentation. [ Image Description : Leti Lewis from  Lovecraft Country working over some papers and drinking from a mug] Caption : Cranking out a presentation is hard work] Perhaps many of you are still taking coursework and have been asked by your professors to present a paper you have written for their course. I encourage you to take these class presentations as small learning experiences to prepare you for future presentations. The small things you learn now can be in your favor in the future.  Perhaps some of you are great at public speaking. You are an extrovert, and you do not mind taking center stage. Maybe some of you are more introverted, and you would rather keep your thoughts to yourself. Being asked to speak in public (which terrifies you) and present your work requires double the strength. When asked to speak in public, you may be the first one out the door. Whether you are an introvert or extrovert, both have their strengths regarding presentations. However, if I can borrow these terms, a practical presentation needs both extroverted and introverted qualities. [ Image Description : A cartoon parrot dancing next to an owl standing still] Caption : An extrovert versus an introvert] On one hand, you need to have some sort of stage presence (i.e., you need to speak up and speak clearly). On the other hand, you need a lot of mental reflection and internal preparation in advance to ensure your presentation goes smoothly. Of course, you will develop your style in the end, but hopefully, you can strike a balance between qualities like these.   Here are a few short points to remember as you practice giving presentations in your seminars. Hopefully, they are constructive and help you in the long run as you give more talks and presentations in your academic journey.  1. Preparation is Key! Someone once told me that public speaking involves 90% perspiration and 10% inspiration. In other words, when the hour comes, you do not want to wing it. In the end, it all comes down to practice. Before your presentation, take some adequate time to review your slides and notes. Create an outline of the key points that you are going to cover. Ultimately, the best way to prepare is to practice the actual presentation. Spend some time going through each slide and speaking the points as if you were standing in front of the audience. This will ensure a high level of success.  2. Synthesize, Synthesize, Synthesize I believe it is Albert Einstein who said something like: “If you can’t explain it simply, you don’t understand it well enough.” Often, we have to use academic jargon. Of course, terminology is necessary, and we should use the proper terms in our respective fields. However, at the same time, to balance this, we should make sure we are communicating the central point of our argument, its main findings, and important evidence that supports it. Most times, we will not be able to cover every point due to time constraints. Thus, we need to synthesize our argument and select appropriate evidence. Unless you are given enough time to cover a great deal of information, for the most part, we need to learn how to present information clearly and effectively under time constraints. Make sure your presentation stays within the time restriction. If you only have 12-15 minutes to present your paper, ensure you can cover the whole presentation in that allotted time.  3. Practical Handles As you manage the presentation's time, you want to be aware of how fast you are talking. Sometimes, some presenters speak so fast that it is difficult to understand what they are saying. They may feel that they need to get through every slide, but if people need help to process what is being spoken and shown to them, how effective is the presentation? Some parts of the presentation need to be explained more slowly than others. Try to maintain a medium-pace speed while speaking. Another point involves using notes. On one hand, having an outline at hand can be very useful to help you stay on track. But, if possible, try to avoid reading off your notes. Present the information and look at the audience as you speak, which requires memorization and practice. The more you practice, the easier it will be to recall the key points during your presentation.  Though your seminars may be small, here are some minor points to remember when engaging a larger audience. As mentioned earlier, people develop and have their styles of presenting. So, I do not want to advise you on deportment or body gestures that make you feel too restricted. Nonetheless, useful or not, some suggest making eye contact with your audience. Others suggest pacing around to engage the surrounding audience (in other words, do not just focus on the left side of the audience).  The old saying, “A picture is better than a thousand words,” holds to be very true when it comes to giving a presentation. When a slide goes up with too much information, it can be overwhelming for the audience. Unless the quote or information is crucial to your main point, a few bullet points and images will keep your audience engaged. For font size, I recommend 20 pt. Anything smaller may be challenging to read. Of course, many presentations in specific fields require certain illustrations (i.e., STEM fields require graphs, charts, etc.), so follow the protocol in your field. We can learn something from the STEM fields, specifically how visuals can communicate complex data or ideas in general. Our visuals do not need to be limited to graphs and charts. We can rely on several images to communicate our ideas to an audience. Let your creativity come forth here.   5. Learn as you go! In the end, we can only learn as we go. If you are still in coursework, please see all your class presentations as a learning opportunity. Try to learn how to condense large amounts of information in a limited amount of time (without sounding so rushed), and in the process, try to develop your style of presenting. See what works for you! Student presentation Embedding a block? In this didactic format, a student or a group of students take the lead in delivering a presentation on a specific topic. As a teaching staff member, your role shifts to a coaching role, supporting student-led groups from the sidelines. This method is adaptable to your specific context and objectives: It can involve brief, strategically timed presentations within the course, or you may opt for a more extensive approach, where a significant portion of the course content is delivered through student presentations (Allen & Tanner, 2005). Students can deliver their presentations in a traditional format, but they can also utilise methods such as poster sessions (Pineda, 1999), screencasts (Thor et al., 2017), or online presentations (Braun, 2017). Enhancing Oral Communication : Students refine their oral communication abilities. Active Engagement : Students immerse themselves in the course material (Der Thor et al., 2017). Demonstrating Comprehension : Students illustrate their comprehension of the subject matter and apply their knowledge (Clement & Laga, 2006; Sander et al., 2002). Effective Explanation : Students display their capacity to articulate content accurately to their peers.  Fostering Responsibility : Delegating course responsibilities to students fosters their engagement and motivation. Public Speaking Opportunity : It offers a chance to address a group (Der Thor et al., 2017). Professional Skill Development : Presentation skills are highly valued in the professional realm.  Enhancing Listening Skills : As observers, students practice and enhance their listening skills (Sander et al., 2002). Self-Reflective Learning : Through self-reflection, students can adopt beneficial elements from their peers and work to avoid repeating common mistakes. Higher Assessment Scores : Evidence suggests that students score higher on their final assessment after giving student presentations, as opposed to to traditional lecture settings (Li, 2014).   Provide clear instructions Presentation Content : Contemplate the content of the presentation. Should it encompass a subject summary, the exploration of an authentic case, or a connection to current events, for instance? Guidelines for Length : Define guidelines for the presentation's duration. This might involve setting a minimum and maximum number of slides or specifying a time limit in minutes. Structural Framework : Decide if the presentation should follow a particular structure. For instance, should it include an introduction, problem definition, development, and decision-making section? Are there specific steps that should be covered? Group Size : Keep group size in mind. It's recommended to have groups consisting of 4 to 6 members. If the group becomes too large, task allocation can become challenging; hence, having a clear pre-established division of roles during instruction can be beneficial. How will presentations be assessed? Be explicit about this to your students.  Is it clear to students why student presentations are incorporated? For instance, consider the alignment with learning objectives and the role in the evaluation and assessment process. What will be evaluated? Define the specific criteria or consider using a rubric . Who will be assessed? Clarify whether the assessment is at the group or individual level. Who will assess the presentation? Specify whether it will be done by the teaching team, peers , external evaluators, or self-assessment. Source: Ginkel et al., 2015 Devise a role for the other students One challenge when working with student presentations is the risk of fellow students losing interest or hesitating to participate in post-presentation discussions, potentially diluting the presentations' impact in terms of activating the student group (Der Thor et al., 2017). Consider assigning roles to other students, such as preparing questions or involving them in the evaluation process. For more insights on this topic, check out our blog post, " Student Presentations: Do They Benefit Those Who Listen? " Presentation formats Consider alternative formats for student presentations: (Online) Poster Session : This format offers a unique way for students to present their work visually. Online Contact Moments : Student presentations can be integrated into online classes, either in real-time (synchronous) or at students' convenience (asynchronous)  (in Dutch). Recording Presentations : Encourage students to record their presentations, whether as audio or video. They can use tools like PowerPoint for screencast recordings (Der Thor et al., 2017), Kaltura, or simple audio recordings. For summative assessments, you can consider the following assessment methods: (Oral) presentation Participation in teaching sessions Design/product Process assessment Self-assessment/peer assessment   Infrastructure Are you using student presentations in a course in which some students are participating remotely? If so, find out through the applicable teaching method which technology in the classroom is suitable for this purpose. Depending on the classroom in which your teaching activity takes place, choose a scenario that describes step by step how to proceed. You can find more information on this on the support page for technology in the classrooms . You can use the following tools to conduct student presentations in an online context: Audio-recording and podcast Adding attachments, images, video, tools, ... Feedback via video Poll for interaction  Video recordings ​​​ Want to know more?  Want to learn more about student presentations? The button below takes you to a reading list with recent scientific literature. Go to the reading list Furthermore, the web page on presentations by students at the Faculty of Science  (in Dutch) can also be a source of inspiration. Inspiring examples Currently only available in Dutch. Our Mission Expanding Students’ Ideas About How to Give Presentations A simple framework can help upper elementary students find the perfect method to share their learning with their classmates. As soon as we tell our fifth-grade students that they will be presenting a project, they immediately ask, “Can I make a PowerPoint?” After years of responding, “But you don’t even know what the project is yet,” we decided there had to be a better way for our students to get started on projects. Many elementary students love sharing what they have learned with their class but are sometimes unsure of how to go about it. Frequently, this leads to an excited presenter but a disengaged audience. After brainstorming what our expectations would be for students’ projects, we came up with three things that we thought were most important for successful project planning: purpose, depth, and delivery. By using our simple, three-step framework, our students have been able to create detailed, engaging projects that use a variety of delivery methods. This framework also gives students more autonomy in their work, something that’s particularly important for this age group. Before students can begin a project, they have to have a specific purpose in mind. Often, this purpose comes from the teacher, but when students decide the direction of their project, they feel empowered to grow their own ideas. If they can clearly explain the purpose of their project, they can move quickly into the research portion without having to sift through the seemingly endless resources at their fingertips. We like to use the Question Formulation Technique to help our students get started. After generating questions, students can choose the question that interests them most. Purpose reflection questions: Why am I doing this project? What questions do I have about this topic? What am I excited to learn more about? After choosing a topic or question, students must break it down into smaller pieces. This could mean finding connections between their topic and personal interests or generating more questions that will lead them closer to finding the answer to their main question. This provides the road map that will help them identify the resources they should use and direct their research. Depth reflection questions: How detailed do I need or want to be? What resources are available and reliable? Helping students find an appropriate method of delivery is an extremely important part of our framework. In the past, our students have felt limited to using only basic presentation tools, like slides or posters. While students may use these methods, we do not want them to feel confined to only those options. Young learners are stunningly creative and should be able to share their knowledge in a way that they find exciting, but also in a way that is appropriate for their topic. We encourage our students to shift their focus from presentation tools they are familiar with to the tools that best suit their project. Further, students need to identify their audience and if they are hoping to inform, persuade, entertain, or some combination of those. If students are unsure which presentation method to choose or are working in groups and disagree about method, they can use a decision matrix to help. We also encourage our students to think about what they would be excited to see as an audience member. Delivery reflection questions: Who is my audience? Am I trying to persuade, inform, or entertain? What would I like to see as an audience member? Supporting Student Voice and Choice In our classes, we usually encounter two types of students: those who cannot wait to share and those who would rather do anything other than present something in front of an audience. This is something we love because it means we can help our learners find creative solutions. We want our students to feel empowered to authentically be themselves, and every presentation is an opportunity for that to happen. For example, one of our former students was shy in front of the class but loved puppets. He was able to present his projects on recycling and pollution with his puppets, and, honestly, he captivated his audience more than many adult presenters we have seen. Another student loved Minecraft and created an entire human body, complete with in-game signs identifying and describing each organ and body system. We have seen skits, songs, models (both physical and digital), videos, radio shows, dynamic slide presentations, drawings, and animations from young learners who were excited to share them. We have students using technology tools and programs that we had no idea existed, yet they are able to combine the tools with their newfound knowledge with ease. Further, every time a student presents to our classes, we get to learn something new about them and see their skills applied in a new way. Since we implemented our purpose, depth, and delivery framework, our students have been sharing their research with us and asking for our feedback on their choice of delivery method, instead of simply copying and pasting information from the internet. We have moved beyond presentations for only our class and have had students present ideas to other classes and our school leadership team. Our students feel empowered to take their learning outside of our classroom walls and naturally expand their knowledge beyond our standards and curriculum. They feel connected to the information they are sharing and have grown personally as well as academically. The Feedback Loop Search this blog, peer feedback on student presentations: use roles for better feedback and engagement. How do I help students give each other meaningful feedback? How do I keep all students engaged during presentations and presentation feedback? Roles during practice presentations Content - Provide feedback on the content of the presentation Presentation Skills - Observe and provide feedback on presentation skills and slide design Timer - Write down the times for each part of the presentation (or video tape it!) Roles during final presentations Optimist - I love the idea that..., I really liked how you... Innovator - What if...? Did you consider the idea to...? Analyst - How does this part work...? Can you explain more...? Pessimist - This part seems infeasible because..., How will you overcome the challenge of...? Post a Comment Popular posts from this blog, back-to-school: consider your feedback system, not grading system, a culture of iteration: policies and practices for a revision-focusedclassroom, part 2 - tools for an equitable feedback system: engaging with criteria. More From Forbes 15 presentation tips for captivating your audience and commanding the room. Share to Facebook Share to Twitter Share to Linkedin Person speaking in front of audience Public speaking can be a daunting task, especially when addressing a large audience. Whether you're giving a presentation in the boardroom or delivering a keynote speech at a conference, holding your audience's attention and maintaining command of the room is paramount. The ability to captivate your audience and leave a lasting impression not only enhances your message's impact but also builds your reputation as a confident and effective speaker. Here, Forbes Coaches Council members share invaluable tips and strategies to help you conquer your fear of public speaking and ensure that your next presentation or speech is a resounding success. 1. Be Confident Be grounded and confident to be yourself and then tell great stories. Use your voice and the stage to bring the stories alive. Your audience will connect to the emotion of the story but make sure that it is relevant for your audience and related to the topic. - Cath Daley , Cath Daley Ltd 2. Find A Way To Actively Engage The Audience Be prepared with ways to get your audience engaged and keep their focus. Whether that's relating to your audience, telling a joke or asking questions, actively driving engagement will make for a more effective presentation or speech. - Luke Feldmeier , Online Leadership Training - Career and Leadership Accelerator for Engineers 3. Create An Emotional Connection Creating an emotional connection with the audience and involving them in your session fosters active participation, and ensures your audience stays engaged throughout. This also serves to enhance your presence and to create memories that stay with them long after your presentation ends. - Kristin Andree , Andree Group 4. Put Your Unique Take Front And Center Do you have something unexpected to say about your topic? Something that goes against the mainstream opinion in your industry or is maybe even slightly provocative? If so, putting your unique take front and center in the title and the beginning of your talk and explaining or resolving it later keeps your audience engaged and interested. - Micha Goebig , Go Big Coaching & Communications, LLC 5. Remember That The Audience Doesn't Know Your Planned Speech No one wants to see you fail as a speaker. Remember that the focus shouldn't be on whether or not you can recall verbatim every word of your planned speech. The focus should be on how to connect to your audience with a few key points using a combination of storytelling and facts. - Sheri Nasim , Center for Executive Excellence 6. Adapt Your Language To The Audience Talk about something they are interested in or include elements that will keep them interested. Start by asking why your topic matters to each and every one of them. Use language adapted to the audience. Keep the key messages to two or three maximum. Show them what you think and why you care about the topic. - Isabelle Claus Teixeira , Business and Human Development Consulting Pte Ltd 7. Try To Incorporate An Element Of Surprise Engagement is the key to keeping the audience's attention. Invite participation, tell stories, walk around, have visuals, include humor, raise your voice and ask questions. Think of a comedian who points at someone in the audience: "Hey, you with the red shirt?" Everyone pays attention. What element of surprise can you present? - Susan Jordan, MBA, MSODL, PCC , Sphereshift Coaching and Consulting 8. Know Your Audience Doing research ahead of time to ensure you're providing the subject matter in a personalized manner will keep their attention. The topic will dictate the necessary vibe. Based on that, providing opportunities for the group to engage, such as shouting out a word, raising a hand, etc., will also help maintain their interest. - Lindsay Miller , Reverie Organizational Development Specialists 9. Use The Problem-Agitation-Solution Approach Don't just give a presentation — share a story. It must be a story-audience fit though. Use the P.A.S. — problem-agitation-solution — approach. Start with introducing a problem, follow by agitating the problem via telling a relevant anecdote and conclude by offering a solution by giving an audience a clear, direct way to avoid the pain and learn the lesson. - Alla Adam , Alla Adam Coaching 10. Tell The Audience What They Need To Hear Instead of trying to figure out what to say, figure out what the audience wants and needs to hear. This shift in perspective allows you to tailor your speech in a way that keeps audiences actively engaged because it's good content that they want to hear. - Robin Pou , The Confident Leader 11. Go All In To command your audience's attention you have to get into the spirit of what you're teaching and go all in without second-guessing yourself. People want to be led, but they'll be unwilling to follow someone who isn't confident in what they are communicating. - Arash Vossoughi , Voss Coaching Co. 12. Use A Compelling Opening Start your speech/presentation with a compelling opening that grabs the audience's attention. This could be a surprising fact, a relevant story or a thought-provoking question. This initial engagement can help you establish a strong connection with the audience and set the stage for a captivating presentation. - Moza-Bella Tram , Moza-Bella LLC Forbes Coaches Council is an invitation-only community for leading business and career coaches. Do I qualify? 13. Be Authentic Connect deeply with your essence and purpose. Radiate authenticity. When you're centered in genuine passion and truth others feel it, creating an unspoken bond. It's not about performing; it's about being present and real and offering value from the heart. That's magnetic. - Anna Yusim, MD , Yusim Psychiatry, Consulting & Executive Coaching 14. Let Your Audience Talk There is nothing worse than stealing everyone's craving for autonomy and speaking the whole time. The person who does the talking does the learning. So, give some autonomy to the audience. Let them talk. Even if it's thinking time and talking to themselves, or to their neighbor or table group. This gains trust and they will lean into what you have to say even more. - Alex Draper , DX Learning Solutions 15. Leverage Non-Verbal Cues My top tip is to engage your audience through storytelling. A compelling narrative captures attention, evokes emotion and makes complex ideas more relatable. Additionally, use body language and eye contact effectively. These non-verbal cues can significantly enhance your connection with the audience. - Peter Boolkah , The Transition Guy Editorial Standards Reprints & Permissions Things to Do Community Calendar Trail of Courage Living History Festival Sunday, Sep 22, 2024 at 10:00 a.m. Event details are subject to change. Before attending, please check with the organization to confirm. About the Event Trail of Courage: Join us for the Annual Trail of Courage. You can volunteer to give a presentation to groups of students or you can visit with other participants and just enjoy the day. We Cordially Invite You to apply to participate in this exciting event.  A variety of activities is planned for this year including a full schedule of history-related programs on the Chippeway Village stage and the Hillside Amphitheater stage, muzzle-loading shoots, authenticity competitions for camps, booths and participant clothing, demonstrations of traditional crafts and skills, Indian and pioneer dancing for all, canoe rides, and much more. Step Back in time at this Pre-1840 period event. Foods Cooked over Wood Fires, Muzzleloading Contests, Teepees and Wigwams, Travois Dogs, Historic Crafts, Hawk Throws, Pre-1840 Trading, Indian Dances 2:00-3:00 p.m. Historic Programs on 2 stages: Bagpipes, Fife and Drum Corps, Aztec Dancers, and Music. Regional Arts Partner BLAC Islana Arts Commlysian Fun for All Ages! $10 adults, $5 children (6-11), Free for kids 5 and under Fulton County Historical Society, Rochester, Ind. located 4 miles north of Rochester on U.S. 31 and Tippecanoe River We want to hear from you if you have an event to share or updates to this event . Other Events You May Like IndoRican Fitness: Creative Movement Heirloom tomato festival, marshall county blueberry festival, recommended events for you. Immediate access to your member benefits Discounts on travel and everyday savings Subscription to AARP The Magazine FREE second membership Contact AARP Indiana [email protected] AARP Indiana What community do you want to visit? ¿qué comunidad quieres visitar. 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All Rights Reserved. For the Media Make a Gift Emergency Information Privacy Policy Notice of Non-Discrimination Digital Accessibility Contact Webmaster Online poetry Discover new poets through this free online collection of brilliant, moving, funny and groundbreaking poems curated by our specialist poetry librarians. Search the poems by type or by topic, or use your own search terms. Filter poems Filter by poem type Eileen Myles Dans Le Cabinet de Toilette, 1907 Lorraine Mariner Summer Departure #3 Virgil Suarez from The Odyssey A made-up / true story Sam Winston La Suite De L'Historie : metaphysique 90 Henri Chopin 'There is no such thing as the state', from September 1, 1939 We Vanish Into One Another As Needed (for Dara Wier) The bee mother. Pascale Petit Impossible Glove Cecilia Vicuna The Adulterous Citizen Tishani Doshi Jacob Sam La-Rose Donate to the National Poetry Library You can support our work and programme of free events for children and adults by making a donation. 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Join the library Find, reserve, renew National events Contact National Poetry Library Little Library Projects & exhibitions Write & publish Follow NPL on social media Undergraduate Admission Graduate Admission Tuition & Financial Aid Communications Health Sciences and Human Performance Humanities and Sciences Music, Theatre, and Dance IC Resources Office of the President Ithaca College at a Glance Awards and Accolades Five-Year Strategic Plan Fall Orientation Directories Course Catalog Undergraduate Chosen Names, Pronouns, and Gender As we approach the new semester, the LGBTQ Center and the Office of Title IX would like to remind our esteemed faculty and staff of the pivotal role we play in shaping the student experience at Ithaca College. This is especially true for those students who use names and pronouns that may differ from our records or assumptions. Research demonstrates the protective health impacts of using chosen names and the pronouns individuals determine for themselves. By understanding this and making a conscious effort to use their chosen names and pronouns, we can significantly contribute to a positive and affirming campus experience for all our students. Some of our students are transgender , gender non-conforming , non-binary , or have another gender identity outside of the binary of man/woman. These students may use a name different from their birth or legal name. Some cisgender students use a name different from their birth name, too. Regardless of why a student uses a different name, it is important for us to recognize, respect, and remember to use their correct chosen name. Many of our trans, non-binary, and gender non-conforming students may use pronouns outside of the binary she/her and he/him. The most common other pronouns are they/them. To learn more about why pronouns are important, visit https://pronouns.org/ . Class rosters have a student’s legal first name unless the student has designated their chosen first name with the Registrar's office. Students can designate a chosen first name using the online chosen/preferred name change form available at https://www.ithaca.edu/academics/registrar/forms/student-forms . Pronouns are not included on rosters, and we encourage you to forego using gender binary pronouns and instead use the neutral they/them or refer to students by their chosen name until and unless they choose to share their pronouns.  A student may approach you before class begins, either in person or via email, to notify you that they use a different name than what appears on the roster or program attendance list, and/or pronouns different than what might be assumed. Many of these students have encountered frustration or harm due to others not respecting their chosen name or pronouns in their lives and academic careers before entering IC. The beginning of a semester can be especially challenging for these students as they navigate new environments. We can all help students feel welcome and respected doing our part to create inclusive spaces where chosen names and pronouns are not only respected but affirmed. Below, we have included a list of action steps you can take to smooth the way for our students to share this information and feel affirmed. Action steps Inclusive strategies for welcoming students include: Use the name a student asks you to use, regardless of whether the roster or participation list has a different name and regardless of whether the roster name seems to be a name associated with another gender (please do not point this out or mention it to other students). Homer Connect pulls information listed in the chosen name field (if one has been entered) for class rosters. Making this simple change before publicly reading the roster or program attendance list will avoid inadvertently embarrassing the student or disclosing their personal information to others. Create a simple online form for students to fill out with their contact info including the name they go by and their pronouns, so you have that information before the first class meeting. If you prefer a low tech option, during your first class meeting you can ask all students to complete index cards with the same information. You may need to explain/give examples. (e.g., my pronouns are 'she' and 'her'; my pronouns are ‘they/them’.) Not every student will opt to share their pronouns. If you do class introductions, explicitly invite students to use the name they wish to be called. If the name is different from what is on the roster, update the roster to ensure you use the student’s correct name. During class introductions, you can also create an opportunity for students to share their pronouns. Sample language could be, “Please share your name, pronouns (if you feel comfortable sharing), and [any other information you wish to learn]”. Important note: do not point out if a student “forgets” to share their pronouns. There are many reasons someone may forget or intentionally choose not to share their pronouns. If a student does not share their pronouns during group introductions, you can use their name to refer to them until you can follow up privately. Use inclusive language. Avoid gendered terms like ladies and gentlemen or boys and girls and instead use gender-neutral terms for groups, such as students/scholars/athletes. You can also use they/them pronouns to refer to students when their pronouns are not known to you. Call on students using a description rather than a gender, for instance instead of saying "the gentleman in back," or "the woman in the front," say things like "the student in the purple sweater in the back row," “the student with their hand raised,” “the student wearing a NY Mets jersey,” etc. Display your pronouns during Zoom meetings. In your Zoom profile, you now have the option to designate pronouns, and how/when they are shared. We recommend that you select “always share.” Consult the LGBTQ Center for resources, support, and referrals. Director Crissi Dalfonzo consults with faculty and staff seeking more information and connects students to the policies, programs, and services on our campus that support them. Visit ithaca.edu.lgbt , contact  [email protected]  or call 607-274-7394. Put a Title IX paragraph on the syllabus or orientation/contact materials you provide to your students. “Title IX is a federal law mandating that educational institutions receiving federal funding must provide sex and gender equity. All students have the right to a campus atmosphere free of sexual harassment, sexual violence, and gender discrimination, including pregnancy and pregnancy related conditions. To make a report of sexual assault, sexual harassment or gender discrimination, please contact Linda Koenig, Title IX Coordinator; lkoenig@ ithaca .edu  607-274-7761 . Please visit  www.ithaca.edu/share  for more information.” Simple adjustments like this will make a big difference in welcoming students into our spaces, classrooms, and co-curricular learning opportunities at IC. These actions are part of the larger work of creating and sustaining an inclusive, supportive, safe, and nondiscriminatory campus community for all our students. If you have questions or would like a presentation on this or similar topics for your department, office, class, or student group, please contact either Crissi or  Linda directly.  Thank you for the work you do creating welcoming, inclusive, and equitable spaces for our students. Crissi Dalfonzo Director, LGBTQ Education, Outreach & Services  [email protected]   Linda Koenig Title IX Coordinator  [email protected] Individuals with disabilities requiring accommodations should contact Linda Koenig at [email protected] or 607-274-7761 . We ask that requests for accommodations be made as soon as possible. 289 IMAGES Ways to Improve Your Child’s Presenting Skills Female Student Giving Presentation To High School Class in Front of High school student giving presentation in class Two Students Giving Presentation To High School Class in Front of High school student giving presentation in class Stock Photo How To Give An Effective Business Presentation Acquis COMMENTS How a Simple Presentation Framework Helps Students Learn When combined, these framed a rubric that supported students in optimizing their presentation deliveries. The competencies are as follows: 1. Content knowledge. The presenter must display a deep understanding of what they are delivering in order to share the "what, why, how, and how-to" of the topic. 2. 7.4 Public Speaking and Class Presentations Class presentations on YouTube. Search YouTube with the phrase "class presentation" and look for video examples of actual students giving class presentations. Observing and critiquing the presentations of other students are good ways to get started preparing your own and learning from others. The Best Presentation Tips for Students 11. Using Your Hands. Using your hands makes your college presentation more interesting and helps to get your points across. Point at the slide, use common hand gestures, or mimic a motion. 12. Eye Contact. Eye contact is one of the most important presentation tips for students. Improve Student Presentations: Teach Them How to be Effective We give students the task, and sometimes a rubric, and expected to give polished presentations. We tell them to use expression, but rarely teach them how to read with expression. Unfortunately, the assign and present method rarely results in excellent presentations. We say enough already! We know students should learn to give effective ... Teaching Students to Make Presentations Classroom presentations encourage purposeful speaking and engaged listening. When students give a presentation, they not only demonstrate content knowledge b... Student presentations Students identify key stages of the example presentation - greeting, introduction, main points in order of importance, conclusion. Focus on linking and signalling words ('Next…', 'Now I'd like you to look at…', etc.). Students underline these in the transcript/place them in the correct order. Student Presentations: How to Give a Presentation that Gets the Grade There are several types of presentations: Reports, lectures, training seminars, and demonstrations. Anything that attempts to persuade the audience to do something (e.g., voting, reading a specific book, recycling). TEDTalks, the presentations about ordinary people's success. Presentations at business meetings, government meetings, etc. 10 Effective Class Presentation Tips for College Students Try not to hurt others while using humor. You can make fun of everyday situations or activities, so people can relate with them. 6. Time Management in Class Presentation. Time management is one of the best tips for presenting in class. Starting and finishing your presentation in a predefined time frame is important. Student Presentations and Strategies for Audience Engagement Before presentations begin (perhaps when discussing class participation early in the semester), consider making explicit the assumptions about being a supportive and attentive audience member. Specify "Audience Responsibilities" on the assignment sheet for all oral presentations. Some instructors go one step further and keep track of ... PDF Getting your point across. An academic guide to giving presentations of your presentation. Think ahead about how you. will handle this.4. Reflecting on and learning from your experienceOnce you have completed your talk you may just want to heave a sigh of relief and forget all about it, but you will really benefit from evaluating your own performance, as well as reflecting on any fee. How to Present a Presentation in Class? Keeping the session interactive is another essential part of presenting a presentation in class. Keep your presentation engaging by asking questions, conducting a fun activity, sharing examples related to your topic, or using humour to make your audience interested and attentive. 7. Speak Slowly and Clearly. Preparing Students for Challenging Presentations 1. Ensure the work in "low stakes" mode. Lowering the emotional threshold for students to engage in dynamic presentations is critical. In addition, students should be assured that any changes that occur during their presentations will not influence their grades. Students should know they won't face any penalties for "going off script.". 8 Tips to Power-Up Your Classroom Presentations Page numbers in slides really don't provide any useful information -- they just remind your students how long they've been watching. 5. Go BIG. Pursuant to tips #1 and #2, you're not going to win awards by cramming the most content on the fewest slides. Make text and visuals as large as you can. Tips for Students Giving Presentations in English Visual aids are things such as charts, graphs and pictures that can help the audience understand the content of a presentation more clearly. They are a great tool since they allow the audience to learn by using both their eyes and ears. Visual aids also make the speaker's job easier because they do some of the "talking" for the presenter. Giving Effective Presentations This guide will help you prepare and conduct an effective speech or presentations after you have already created a speech or presentation. Before the Presentation. Determine the type of speech delivery you are giving. The type of speech delivery influences the strategies you will use to practice the speech. The four types of speech delivery are: PDF Great tips for students' giving presentations/speeches Great tips for students' giving presentations/speeches: 1. Know your audience: Spend time thinking about what the people in your audience would be interested in and what they may want to hear as opposed to what they don't want to hear. 2. Get Comfortable with Your Environment: Take a few minutes to scope out the room you're speaking in. 6 Tips to Help ESL Students Give Killer Oral Presentations The length of each presentation will depend on the number of students you have in your class, and whether you'll have them all present in one day or over several days. Some students get very nervous about giving long presentations. Here's a tip. Tell them they'll have to speak for 10-15 minutes, and they might freak out. Student Presentations: Do They Benefit Those Who Listen? Student Presentations: Do They Benefit Those Who Listen? Almost everyone agrees that student presentations benefit the presenter in significant ways. By doing presentations, students learn how to speak in front a group, a broadly applicable professional skill. They learn how to prepare material for public presentation, and practice (especially ... A Checklist for Giving the Perfect Presentation However, giving presentations is a common occurrence at university so it shouldn't be something that leaves you feeling overly nervous. If you want to ace your next presentation and impress your professors and fellow students, here are some of the top tips that you should follow. 10 steps to giving the perfect university presentation A Few Tips on Giving Presentations Create an outline of the key points that you are going to cover. Ultimately, the best way to prepare is to practice the actual presentation. Spend some time going through each slide and speaking the points as if you were standing in front of the audience. This will ensure a high level of success. 2. Student presentation Higher Assessment Scores: Evidence suggests that students score higher on their final assessment after giving student presentations, ... One challenge when working with student presentations is the risk of fellow students losing interest or hesitating to participate in post-presentation discussions, potentially diluting the presentations ... Expanding Students' Ideas About How to Give Presentations Many elementary students love sharing what they have learned with their class but are sometimes unsure of how to go about it. Frequently, this leads to an excited presenter but a disengaged audience. After brainstorming what our expectations would be for students' projects, we came up with three things that we thought were most important for ... Peer Feedback on Student Presentations: Use Roles for Better ... For team presentations, I have students practice and give feedback with another team. For the team presenting, all team members stand and present as if it were the real thing. For the team giving feedback, each person focuses on a different aspect of presentation feedback. Here are roles I've used for 3-4 people teams: 15 Presentation Tips For Captivating Your Audience And ... 5. Remember That The Audience Doesn't Know Your Planned Speech. No one wants to see you fail as a speaker. Remember that the focus shouldn't be on whether or not you can recall verbatim every word ... Trail of Courage Living History Festival You can volunteer to give a presentation to groups of students or you can visit with other participants and just enjoy the day. We Cordially Invite You to apply to participate in this exciting event. A variety of activities is planned for this year including a full schedule of history-related programs on the Chippeway Village stage and the ... "Ethical Dimensions of Deep Brain Stimulation (DBS) in the case of Give to USC Gould. Giving to Gould ... Small Business Clinic Spotlight Student Tax Institute Testimony Topic ... in the case of Treatment Refractory Schizophrenia," Grand Round presentation, Ethical Considerations in DBS for Psychiatric Illness, Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO. ... Npl-online-poem Join & support Find out how helping us open up the arts to everyone can give you benefits too.. Become a Member; Make a donation; Name a seat; Supporters circles; Patrons; Corporate support; Create, learn & take part Fuel your creativity through arts-led workshops, and opportunities to get involved.. Schools; Arts & wellbeing Chosen Names, Pronouns, and Gender Some cisgender students use a name different from their birth name, too. Regardless of why a student uses a different name, it is important for us to recognize, respect, and remember to use their correct chosen name. Many of our trans, non-binary, and gender non-conforming students may use pronouns outside of the binary she/her and he/him. assignment essay homework phd report resume review speech thesis