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.
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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.
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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.
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.
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.
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.
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.
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.
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.
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!
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.
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.
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.
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.
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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!
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:
Provide clear instructions
Be explicit about this to your students.
Source: Ginkel et al., 2015
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? "
Consider alternative formats for student presentations:
For summative assessments, you can consider the following assessment methods:
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:
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.
Currently only available in Dutch.
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:
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:
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:
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.
Search this blog, peer feedback on student presentations: use roles for better feedback and engagement.
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.
15 presentation tips for captivating your audience and commanding the room.
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
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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
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The library is London’s only space dedicated to poetry study. Visitors studying another subject or looking for a place to work are kindly asked to find an alternative space in the Royal Festival Hall.
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.
Inclusive strategies for welcoming students include:
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
Linda Koenig
Title IX Coordinator
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.
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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.
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.
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.
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 ...
Classroom presentations encourage purposeful speaking and engaged listening. When students give a presentation, they not only demonstrate content knowledge b...
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.
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.
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.
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 ...
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.
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.
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.".
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.
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.
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:
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.
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? 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 ...
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
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.
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 ...
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 ...
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:
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 ...
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 ...
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. ...
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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.