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I ' ,Group Presentation Teacher Directions I

Contents Group Presentation: Working Effectively with Others

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

General Definition of the Models for Classroom-Based Evidence of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Content of the Models. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Purpose of the Group Presentation Model for Classroom-Based EvidenceofStudentLearning ...................................... 4

Links to the Essential Academic Learning Requirements in Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .'. . . . . . .5 Overview of the General Stages for Preparing and Giving Presentations. . . . . 7 How to Use the Presentation Model for Classroom-Based Evidence of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Evaluating Students' Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Target Checklist for Working with a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Target Checklist for the Presentation Process . . . . . . . . . . . . . . . . . . . . . . . . . 16

Target Checklist for Delivering a Presentation . . . . . . . . . . . . . . . . . . . . . . . . 17 Teacher Directions to Student Masters (SM)

Section One: How to Prepare for and Deliver Presentations

Part One: Working in Groups

SM1 Working Effectively in Groups. . . . . . . . . . . . . . . . . . . . . . 19

SM2 Functions in a Group. . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 SM3a & 3b Your Presentation Questions and Your Group

Responsibilities Questions. . . . . . . . . . . . . . . . . . . . . . . . . 2 2

Part Zho: Stages in Preparing your Presentation

SM4a Stages in Preparing and Delivering a Group Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 3

SM4b

SM5a

SM5b & 5c

SM6a

SM6b & 6c

SM7

SM8a

SM8b

SM9a

SM9b & 9c

SMlOa & 10b

SMlla & l l b

SMllc-lle

SMllf

SM12a-12e

SM13a

SM13b & 13c

SM14

Structure of the Graphic Overview of the Stages in Preparing and Delivering a Presentation . . . . . . . . . . . . . 25

Graphic Overview of the Stages in Considering Audience. Purpose. and Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Learning About Stage 1: Know Your Audience . . . . . . . . . 26

Determine Your Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Example of Purpose: Persuasion . . . . . . . . . . . . . . . . . . . . 29

Explore Your Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Sharing Responsibilities in Group Presentations . . . . . . . 30

Assessment of Group Achievement . . . . . . . . . . . . . . . . . . 31

Graphic Overview of the Stages in Preparing a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Learning About Stage 2: Narrow to a Topic . . . . . . . . . . . . 33

Learning About Stage 3: Gather Information and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Learning About Stage 4: Organize Information and Plan Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Plan Your Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Final Tips for Organizing Your Information . . . . . . . . . . . 39

Learning About Audio and Visual Aids . . . . . . . . . . . . . . . 40

Graphic Overview of the Stages in Revisiting Audience, Purpose, and Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Learning About Stage 5: Revisit Audience, Purpose. andTheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Assessing Group Effectiveness . . . . . . . . . . . . . . . . . . . . . 43

Part Three: Delivering a Presentation

SM15a Graphic Overview of the Stages in Delivering a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

SM15b Learning About Stage 6: Rehearse . . . . . . . . . . . . . . . . . . 44

SM16a-16c Good Speaking Skills Self.Evaluation . . . . . . . . . . . . . . . . 46

SM17 Being a Good Listener in the Audience . . . . . . . . . . . . . . . 48

SM18a-18c Good Listener Skills Self.Eva1uation . . . . . . . . . . . . . . . . . 50

SM19 Learning About Stage 7: Review and Finalize . . . . . . . . . 51

SM20a-20c Learning About Stage 8: Delivery . . . . . . . . . . . . . . . . . . . 51

SM20d Making Friends With Your Audience . . . . . . . . . . . . . . . . . 51

Croup Reumation reaEhcr fircction r. 8/98 Copytight e 1998 by Wahington Sue Office of sUpotio(cn&nt o fhb l ic lorcruction - Cornmidon on Student Learning All tighu rewrved .

Part Four: Reflecting on a Presentation

SM21 Learning About Stage 9: Reflect . . . . . . . . . . . . . . . . . . . . 52.

SM22a The Next Steps'for Carlos's Group . . . . . . . . . . . . . . . . . . 54

SM22b Graphic Overview of the Stages in Preparing and Delivering a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . 54

SM23 Thinking About Your Presentation Skills . . . . . . . . . . . . . 55

Section Two: Prepare for and Deliver Your Own Presentation on a Prescribed Topic

Part Fiue: Preparing a Presentation

SM24

SM25

SM26a

SM26b & 26c

SM27a

SM27L27d

SM28a

SM28b

SM28c

SM29a

SM29b

SM29c

SM30a

SM30b

Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Social Skills Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Graphic Overview of the Stages in Considering Audience. Purpose. and Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Stage 1: Studenmeacher Conference Form and Daily Assessment of Group Achievement . . . . . . . . . . . . . . . . . . 59

Graphic Overview of the Stages in Preparing a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Stage 2: Groupmeacher Conference Form and Group Assignment List . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Stage 3: Gather Information and Materials . . . . . . . . . . . 61

Stage 3: Self-Evaluation of Gathered Information and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Stage 3: Peer Review of Gathered Information and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Stage 4: Organize Information and Plan Presentation . . . 62

Stage 4: Self-Evaluation of Organization . . . . . . . . . . . . . . 62

Stage 4: Peer Review of Organization . . . . . . . . . . . . . . . . 62

Graphic Overview of the Stages in Revisiting Audience, Purpose, and Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Stage 5: SelUGroup Evaluation . . . . . . . . . . . . . . . . . . . . . 63

Part Six: Delivering a Presentation

SM3la Graphic Overview of the Stages in Delivering a Presentation . . . 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

SM3lb Stage 6: Self-Evaluation of Rehearsal . . . . . . . . . . . . . . . . 64

SM3lc & 31d Stage 6: Peer Review of Group Presentation and Peer Review of Presentation . . . . . . . . . . . . . . . . . . . . . . . 65

SM32 Stage 7: Review and Finalize Presentation . . . . . . . . . . . . 65 SM33 Stage 8: Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

SM34a-34c Stage 9: Reflect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

SM34d InConclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

SM35 Post-Presentation Questions: Group Presentation . . . . . . 67 SM36a & 36b Audience Comment Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 67

SM37 Presentation Folder Checklist . . . . . . . . . . . . . . . . . . . . . . 68

Part Seven: Reflecting on a Presentation

Teacher Masters (TM) TM1 Group Presentation: Individual Folder Assessment . . . . . 69

TM3a Preparing a Group Schedule . . . . . . . . . . . . . . . . . . . . . . . 73

TM4 Stage 2: Teacher Observation Form . . . . . . . . . . . . . . . . . . 78

Evaluating Students’ Work . . . . . . . . . . . . . . . . . . . . . . . . 84

TM2 Stage 1: Studenmeacher Conference Form . . . . . . . . . . . . 71

TM3b & 3c Presentation Assignment Schedule . . . . . . . . . . . . . . . . . . 75

TM5a, 5b & 6 Group Presentation Status Reports . . . . . . . . . . . . . . . . . . 80

TM7 Holistic Scoring Criteria for Effective Group Work . . . . . . 87

TM8 Analytic Scoring Criteria for Effective Group Work . . . . . 88

TM9 Teacher ObservatiodAssessment Sheet for a Group Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

TMlO Holistic Scoring Criteria for Preparing a Presentation . . . 90

TMl l Analytic Scoring Criteria for Preparing a Presentation . . 91

TM12 Holistic Scoring Criteria for Delivering a Presentation . . . 92

TM13 Analytic Scoring Criteria for Delivering a Presentation . . 93 TM14a & 14b Delivery Skills Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

TM15 Oral Presentation Assessment . . . . . . . . . . . . . . . . . . . . . . 96

TM16 Comprehensive Presentation Rubric . . . . . . . . . . . . . . . . . 97

TM18a-18f Group Presentation Checklists . . . . . . . . . . . . . . . . . . . . 101

TM17a & 17b Peer- and Self-Evaluation: Group Presentations . . . . . . . . 98

Group Presentation Teacher Directions I

Appendices Appendix A: Outline for Persuasive Speeches . . . . . . . . . . . . . . . . . . . . . . . . . 108

Appendix B: Cross-Curricular Presentation Modes . . . . . . . . . . . . . . . . . . . . 111

Appendix C: Suggestions for Cooperative Group Work . . . . . . . . . . . . . . . . . . 113

Presentation Directions I

’ Working Effectively with Others

Introduction The information age and the increasing contact among people of

These global realities heighten the need for clarity and an different cultures make communication more important than ever.

understanding of the ethical responsibilities and consequences of communication.

As education researcher Ernest Boyer noted, “It should be remembered that we speak more than we write. Throughout our lives we judge others, and we ourselves are judged, by what we say and how we speak. The information age raises to new levels of urgency the need for all students to be proficient in the use of the spoken as well as the written word.” (1983)

This Washington Model for Classroom-Based Evidence of Student Learning is an important part of the Washington State Assessment System. As a part of the Classroom-Based Assessment Tool Kit, it provides a model for understanding the Essential Academic Learning Requirements and recognizing the characteristics of quality work that defines the standards in communication.

D Working effectively in groups is an essential component of comminication. Having students work in groups presents

when students work alone. opportunities for teaching and learning that are not available

D In the group process, members provide each other with ongoing instruction and assessment. This creates continuous learning, both about the content of the group assignment and about communicating effectively.

During this classroom-based evidence model, students will be guided through the process of creating and delivering a persuasive presentation. This task can only be successful if group members cooperate in its attainment. In order to do this, they work toward both group and individual goals. Instructions and tools are provided for assessing progress toward both of these goals, in order to hold students accountable. In order to promote group communication, activities are provided that require group interaction and problem solving. Tools are also provided that will encourage examination of the group’s work together and discussion of group effectiveness.


Throughout this model, opportunities are provided for teacher feedback, both about the group achievement in preparing and delivering a presentation and in working effectively as a group. Students may have different degrees of skill in group work, just as they do in other competencies, such as writing. Teacher observation and instruction in effective group work may need to be engaged in different ways to meet the diverse needs of students. Be prepared to provide additional help in both the assigned task and in functioning effectively as a group.

You may have already used group work within your classroom. Feel free to adapt the language and processes presented here to those with which your class may already be familiar. Use your knowledge of your students to decide what group size and composition will lead to effective groups. Be specific in communicating with students what expectations for group behavior you have as they work through this model.

The positive feedback you provide to students a t each stage of this activity, and especially at its completion, will help students recognize their accomplishments and look forward to their next opportunity for group communication.

General Definition of the Models for Classroom-Based Evidence of Student Learning

Washington models for classroom-based evidence of student learning provide teachers with

D Tools to organize, collect, and evaluate student work by applying scoring criteria (rubrics) to gather evidence of what students know and can do

D Examples of classroom activitiedtasks that are tied to the Essential Academic Learning Requirements, including some that are difficult to test on the state-level assessment, or are more appropriately addressed in the classroom

Content of the Models Classroom-based evidence models can be used to obtain information from interviews, presentations, work products, experiments and projects, or exhibitions of student work collected over a week, a month, or the entire school year. The models include paper and pencil tasks, generic checklists of skills and traits, observation assessment strategies, simple rating scales, and generic protocols for oral communications and personal interviews. The goal is for teachers to create or adapt effective, high-quality tasks and assessments that reflect student progress toward the Essential Academic Learning Requirements using these models. i

Use of. the Models While these models for classroom-based evidence of student learning offer opportunities for instruction, they do not prescribe specific teaching methods. They are not intended to be used as “units.” Rather, they are intended for use in connection with ongoing classroom instruction. They encourage teacher choice and

individual and group settings. It is recommended that teachers creativity, while gathering evidence of student progress in both

attend professional development sessions designed to help them understand how to use the materials effectively.

Purpose of the Group Presentation Model for Classroom-Based Evidence of Student Learning

The purpose of this model is to gather information about students’

groups. Students should not work through these materials without ability to work while preparing and delivering presentations in

teacher guidance and support. This model is based upon Washington’s Essential Academic’Learning Requirements for Communication and is designed to accomplish a number of important things, including:

D guiding,students through the general steps of preparing and giving presentations while working in groups

D providing students with opportunities, over time, to engage in different levels of presentation preparation and delivery for a variety of presentations

D providing activities that are keyed to Washington’s Essential Academic Learning Requirements for Communication

D exploring objectives included in Washington’s Essential Academic Learning Requirements for Communication that are not assessed as part of the state-level assessment

D familiarizing students with scoring criteria appropriate for evaluating group work and presentation preparation and delivery

b providing materials that teachers can tailor to the specific needs of the curriculum, students, and classroom

D presenting a cross-cumcular approach to persuasive presentations

D offering students a general framework and foundation for persuasive techniques in everyday activities

When group presentations are integrated with subject-area course work, students learn to think about group work as a natural part of sharing what has been learned and as a way of educating others. There are so many opportunities for group work in the different subject areas so that there is virtually no need to interrupt instruction simply for the purpose of “working in groups.”You are free to look to all subject areas for opportunities to integrate this model into your existing instructional program.


Links to the Essential Academic Learning Requirements in Communication

The skills needed to prepare, to deliver, and to listen to student presentations are addressed in Washington’s four Essential Academic Learning Requirements for Communication.

Essential Academic Learning Requirement 1: The student uses listening and observation skills to gain understanding. To meet this standard, the student will:

D 1.1 focus attention

D 1.2 listen and observe to gain and interpret information

D 1.3 check for understanding by asking questions and paraphrasing

Essential Academic Learning Requirement 2 The student communicates ideas clearly and effectively. To meet this standard, the student wilk

C. 2.1 communicate clearly to a range of audiences for different purposes

P 2.2 develop content and ideas (develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; speak coherently and compellingly)

D 2.3 use effective delivery (adjust speaking strategies for a variety of audiences and purposes by varying tone, pitch, and pace of speech to create effect and aid communication)

D 2.4 use effective language and style (use language that is grammatically correct, precise, engaging, and well-suited to topic, audience, and purpose)

D 2.5 effectively use action, sound, andor images (andor objects) to support presentations

Essential Academic Learning Requirement 3: The student uses communication strategies and skills to work effectively with others. To meet this standard, the student will:

D 3.1 use language to interact effectively and responsibly with others

D 3.2 work cooperatively as a member of a group

D 3.3 seek agreement and solutions through discussion

Essential Academic Learning Requirement 4: The student analyzes and evaluates the effectiveness of formal and informal communication. To meet this standard, the student wilk

D 4.1 assess strengths and need for improvement (assess own and others’ communication strengths and needs and set goals for improvement)

D 4.2 seek and offer feedback (seek and use feedback to improve communication; offer suggestions and comments to others)

4.3 (analyze mass communication) and 4.4 (analyze how * Essential Academic Learning Requirements in Communication

communication is used in career settings) are not explored in this model.

.

Overview of the General Stages for Preparing and Giving Presentations

This overview describes a model for those stages that are generally followed when preparing and giving presentations. It is not the only such model. It is designed to provide a good background for teachers who may be unfamiliar with any models.

The information in the box below and the text on pages 8-10 discuss each stage, the purpose of each stage, and the specific Essential Academic Learning Requirement(s) covered in each stage. In group presentations, 3.1 (use language to interact effectively and responsibly with others), 3.2 (work cooperatively as a member of a group), and 3.3 (seek agreement and solutions through discussion) apply to each and every stage. Each group member’s piece is to be a part of an integrated whole, and how those pieces will fit together needs to be negotiated among group members.

AND DELWERING A PRESENTATION STAGES IN PREPARING

The stages for preparing and giving presentations are presented here as sequential stages. They are, however, not necessarily discrete stages. At any point in the sequence, the students may need to return to an earlier step in order to prepare and deliver their presentation. There are opportunities for assessment throughout the process presented in this model. The results of these assessments may indicate that it is necessary for students or groups to return to certain stages as they work on their presentation. Not all presentations require students to go through all stages.

I t might be helpful to point out the many similarities between this process and the writing process. Many of the qualities of this model, especially the recursive quality of the process and the importance of reflection and revision, are the same as those that create a finished piece of writing.

The interaction of these three elements will guide the group in Stage 1: Consider audience, purpose, and theme (2.1,2.2)

determining a topic.

develop a sense of audience and an understanding that if a message is to be heard and understood, it must satisfy an

material encourages your students to consider their audience’s audience’s needs and answer an audience’s questions. This

knowledge of and interest in their topic choices.

Know audience (2.1) The activities here help students

understands that the primary reason for giving presentations is to share information with someone, whether it is to narrate, describe, teach, inform, persuade, explain, or entertain. Your students will consider exactly what the purpose of their presentation is, so that they can then explore the various methods and materials and media by which they may deliver it.

Determine purpose (2.1) A good presenter

Explore theme (2.2) As students consider audience and purpose, their own interests and abilities should also inform their choice of topic. This is also an opportunity to have students begin to build a constructive group dynamic.

Stage 2 Narrow to a topic (2.2) Students should choose a topic that they know well and/or find interesting and that their audience will also find interesting. It can be challenging for many students to select a topic that is appropriate for audience, purpose,

broad that they could not possibly cover the content during the and theme. Students may need help selecting a topic that is not so

time allotted for their presentation, or so narrow that they are finished presenting well before time is called.

Stage 3 Gather information and materials (2.2) With topics selected, narrowed, and focused appropriately, students are ready to develop ideas about content. They will reflect on what they already know about their topic and what they still need to know. Next, they should focus on the variety of sources of information available to them such as personal observations, interviews, print and other media. Brainstorming techniques and graphic organizers used in the writing process are helpful in this process.

Stage 4 Organize information and plan presentation (2.2) Students need to organize their ideas. This will help students see how their thoughts on the subject are related to one another and what additional information is necessary. This can also help to shape and clarify students' thinking. As students begin to organize their thoughts, have them prepare an outline to organize their materials into a logical beginning, middle, and end. A review of outlining skills may be needed. They also need to keep in mind the purpose of their presentation and to organize their ideas in a way that logically fits that purpose. Group members must negotiate and assign each individual's responsibility within the framework of the final presentation.

preparation and delivery students will reconsider the three Stage 5: Revisit audience, purpose, and theme (2.2) Between

the writing process. As students have worked through their elements of Stage 1. This is the opportunity for revision, just as in

that are available and the skills that they have may be better used preparation, they may have lost focus or found that the resources

on a different topic. If they have been unable to find resources or gather information on their topic, they may even need to start over.

Stage 6: Rehearse (2.3,2.4, 2.5) Nothing is more effective in reducing anxiety about giving presentations than practicing them. Students should try rehearsing their presentations as far in advance as possible. Audio and/or video recorders are useful in assessing and reflecting on and improving the performances.

what they have learned from their rehearsals to make adjustments Stage 7: Review and finalize (4.1, 4.2) Assist students in using

to their presentations. Help them consider and use suggestions from others. Their presentations will be better if they have thoughtfully revised them so that they feel good about and comfortable with the changes they have made. Help them understand how they will be assessed.

Stage 8: Delivery (2.1,2.3, 2.4,2.5, 3.1) Students need to be

their content and organization, and their attitude and manner of aware that their purpose, their audience, their physical space,

delivery all influence the effectiveness of their presentations.

Stage 9: Reflect (4.1,4.2) Have students consider what strengths and weaknesses were in their presentations and how they can improve their presentation skills for the next time. Even if they never again give the same presentation, the purpose of the critique is to improve all successive presentations.

Teacher Directions

How to Use the Presentation Model for Classroom-Based Evidence of Student Learning

You may wish to introduce the presentation model by explaining to students that they will prepare and deliver a group presentation to the rest of the class. Help them to understand how this fits into what you are currently doing, and reassure them that you will be giving them some materials to help them prepare and give their presentations.

The materials in this model are designed to be used with either small groups of students or the class as a whole. You can use whatever approach you feel works best.

Because these materials are offered as master originals, you may pick and choose what you want to use. These materials are divided into two sections.

D Student Masters 1-23 (Section One), present instructional (modeling) text on how to prepare and give presentations.

preparing and giving a presentation, but students do not Section One also also provides samples of each step in

complete these stages during this section; they learn about them.

D Student Masters 24-37 (Section Two), present text to walk the

bridge icons in many of the teacher discussion pages for these students through an actual presentation. In addition, look for

student masters.

Bridge icons indicate suggestions to help engage students in this instructional text in a meaningful way before they begin work on their own presentations in the second section of the student masters.

D Tailor Bridge Activities to your students’ needs.

D Supplement them with your own materials

r Group Presentation Teacher Directions I

It is important that students remember that any presentation they prepare and deliver has a purpose:

inforrnatiue presentations share knowledge on a given subject

explanatory presentations give instructions on how to do or make something

persuasive presentations attempt to convince an audience to share a point of view or to move them to take some action

entertainment presentations share a creative performance or present the other purposes in entertaining ways

These purposes are not mutually exclusive and they very easily can overlap. Using the materials presented in this model, students will be able to prepare and deliver presentations in any of these modes. Appendix B (on page 111) lists a variety of cross-curricular presentation prompts that can be tailored to fit specific classroom or curricular needs.

The model presented here is a persuasive presentation, although the materials provided in this model describe general steps for preparing and delivering presentations. As students produce pieces of their presentations, such as note cards, audio/visual aids, evaluation and reaction sheets, you may choose to gather these pieces in a folder. This folder could be submitted to you for evaluation each time you assess students' progress in preparing and delivering presentations.

Evaluating Students’ Work

Washington’s Essential Academic Learning Requirements state that students should be able to assess their strengths and need for improvement. To address this, you are encouraged to review and

Teacher Master Section with your students. The language of these discuss the scoring criteria provided with this model in the

may choose to present the scoring criteria in language more . scoring criteria may not be appropriate for your students, so you

accessible to your students. It may be helpful to conduct a class discussion in which the class drafts a more student-friendly version of the scoring criteria as they work through this model.

It is important that students fully understand how their work will be evaluated before they begin working through this model.

Essential Academic Learning Requirement 4.1 states that students should be able to assess their own strengths and needs for improvements. An important part of this evaluation process involves self-reflection and self-monitoring, as well as reviewing the work of others. The self-evaluation sheets included in this model provide students with the opportunity to analyze and evaluate their work throughout the various stages of preparing and delivering a presentation. As you review self-evaluations, their group work will become more focused and productive. In addition, you may want to videotape students’ presentations in order for them to evaluate their own performance. If you videotape students several times throughout the school year, they could compare their initial presentations early in the year with their later ones; this would give them a sense of how they had progressed with their presentation skills.

Videotaping presentations can provide students with a valuable opportunity to see themselves the way the audience sees them.

Essential Academic Learning Requirement 4.2 states that students should seek and offer feedback. This model addresses this requirement by giving students opportunities to conduct self-evaluations, engage in teachedstudent conferences, and receive feedback through peer and teacher reviews. Because of the continual feedback students receive throughout the presentation process, it becomes more likely that the quality of the presentations will improve.

Preparation is best evaluated as it is occumng in the days or weeks leading up to the day the presentation is given. Delivery of the presentation (product) is not the best indication of how well the preparation (process) was done. The next three pages offer suggestions of elements that may help to provide evidence of students’ progress.

At any point in the process, you may ask yourself the following three questions to focus the effectiveness of group work and communication.

1. Do my students understand what has just been taught?

2. What evidence do I have of student understanding?

3. Is there a need to reteach any studentb)?

If the above questions are difficult to assess, Appendix C (on page 113) may be helpful.

Target Checklist for Working with a Group

Collaborative Skills

The group member demonstrates adequate evidence of all six of the following:

D being an active listener

D encouraging other group members

D remaining on task and participating actively within the group

D showing consideration when disagreeing with others

D contributing in working toward consensus

D inviting others to actively participate

Collaborative Elements

The group as a whole demonstrates adequate evidence of all four of the following:

D individual accountability achieved through log of daily accomplishments, roles for individual growth, and individual grading

D positive interdependence accomplished through division of labor, teambuilding for knowing and valuing each other, as well as team identity

D emphasis on social skills through reflection on skills or expectations which are defined one at a time, as cued by the group

D strengths reviewed and goals set for improvement through daily debriefing times

Target Checklist for the Presentation Process

The group demonstrates adequate evidence of all seven of the following:

D selecting a topic with appropriate content that reflects careful consideration of audience, purpose, and theme

D researching the topic by consulting a variety of relevant sources

D selecting needed information

D organizing the information with a beginning, a middle, and an end and using simple transitions

D rehearsing the presentation

D reviewing and revising into final presentation

b reflecting on strengths and weaknesses for evaluation and future goals


Target Checklist for Delivering a Presentation

The student demonstrates adequate evidence of all five of the following elements:

D engaging the audience by using appropriate speaking skills, especially:

varying vocal expression speaking a t a volume and pace appropriate to the

appealing to the interests of the audience using positive manner and enthusiastic attitude using gestures and making eye contact using facial expression and body language to heighten

avoiding nonverbal, physical distractions

situation

and emphasize message

D presenting content appropriate to purpose

D describing ideas completely

D using appropriate language, such as standard grammar, complete sentences, appropriate vocabulary, and language suited to the audience

D using available technology to illustrate and support the presentation through action, sound, objects, andor images

SECTION ONE:

How t o Prepare for and Deliver Presentations

Copyright 0 1998 by WBshingfDn SWIC Oflice of Superinlendent of Public lnrtruction - Commission on Student Learning All righls reserved. Group Preuntrtion Teaher Direction% 8198.

Group Presentation

All comments to the teacher and ideas on how to use these materials appear on the following pages. The student master number is given as well as the Essential Academic Learning Requirements, where appropriate.

Use with Student Master 1. “Working Effectively in Groups”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes

This model is designed for students to work in what is often called “formal groups.” Students will be involved in researching and organizing material, explaining and summarizing i t within the group, and integrating it into the structure of your classroom. This structure could lead you to adapt several of the components within

be maintained no matter what adaptations are made. These this model. There are, however, features of group work that should

features often apply to both academic content and group skills.

Before instruction:

1. Decide on group size and composition ahead of time.

2. Be prepared to specify roles which students could play within each group. Some classes with group work experience may be able to accomplish this as part of their assignment.

3. Prepare the learning environment. Arrange the classroom and prepare materials that students will need (e.g., folders, collaborative skills posters, and role definitions). Identify resources that students may need for their research.

Beginning instruction:

1. Explain the task and the criteria you will be using for

2. Explain the individual expectations of working in groups.

3. Post the behaviors you expect students to exhibit as they work in groups, and maintain a working list throughout model (i.e., social skills, expectations).

measuring student work performed in accomplishing that task.

4. Explain the interdependent nature of the model.

Group Presentation

During instruction:

1. Maintain both group and individual accountability.

2. Keep the interchange within groups positive.

3. Monitor student performance regularly.

4. Be prepared to provide additional instruction to students when needed.

5. Provide regular feedback about both group and individual performances.

6. Encourage student and group reflection.

Use with Student Master 2, “Functions in a Group”

Essential Academic Learning Requirement: 3.2 Work Cooperatively as a Member of a Group

When working in groups, “function” may have dual meanings. The group functions together to attain a specific goal (i.e., a presentation). Also, individuals within the group have specific functions working to attain this specific goal.

This master presents one way to organize group members by

you may have different titles for the functions and assigned individual functions. If you have been doing group work in class,

responsibilities differently. Feel free to adapt this model to the procedures and expectations with which your class is already familiar.

You may want to assign functions within groups or set specific times when group members should exchange their roles. There may be times when individual members may assume more than one function. At times, functions may even be shared. It is important to observe cues from students as to when students should exchange functions.

Student Master 2 lists the functions of facilitator, recorder, gatekeeper, and material monitor. But, feel free to add or alter functions according to the needs of your students. Some additional functions are shown below.

D Supporter encourages other group members looks for ways to build upon new ideas

b Pathfinder checks the group activities against the group goals listens to group ideas and combines them to give directions for the group

D Brainstormer shares new ideas maintains a positive outlook creates new approaches

D Paraphraser checks group’s understanding of materials and discussion

D Summarizer gathers all information and synthesizes to main ideas communicates main ideas and important information for the group

Use with Student Masters 3a and 3b. “Your Presentation Questions” and “Your Group Responsibilities Questions”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas

Encourage students to use both of these masters to get a clear sense of the upcoming assignment and how they may best approach it.

Group Presentation

Use with Student Master 4a, "Stages in Preparing and Delivering a Group Presentation"


Encourage students to use this master to get a clear sense of the upcoming assignment and how they may best approach it.

Use your best judgment in pacing students through the steps of this model. For example, you may decide to give students time to find a topic on their own or take class time to do some group brainstorming on possible topics. You may also choose to allow

their own or take the whole class to the library and spend time ' students time to gather information for their presentations on

learning about how to gather information first.

Two versions of a Presentation Assignment Schedule have been included in this model as Teacher Master 3b and 3c if you wish to use one of them. You know your students best and you should know how much time should be spent on any step presented in this model.

You might even choose to use some of these masters for classroom display and guided class discussions rather than as individual handouts.

You may want to introduce this page by discussing the importance of oral communication. Have students consider the types of information they receive orally, such as news, directions, jokes,

get information depending on where we are. How do we get or stones. Then ask students to consider the different ways we

information at school? At home? From the media? You may ask them to think about the impact oral information has on them.

It's easier to understand and remember things you've heard if you're interested in the topic, if the presenter is funny or dynamic in some way, if the information is new and useful, etc. Ask students whom they really enjoy listening to and why. Help them to see that knowing your topic and knowing your audience are two elements that help to make people good presenters. A fun activity-if it is feasiblemight be to have pairs or groups of students interview people in the school or community. Ask them what they think the value of learning to speak in front of groups is and what suggestions they would make to students who are learning to do it.


Students should know that they are going to learn how to organize their thoughts so that they can share them with others in a group presentation. Tell students they will be preparing a presentation and giving it to the rest of the class. Help them understand how this fits into what you are currently doing, and reassure them that you will be giving them some materials to help them prepare and deliver their presentations.

This discussion may lead into Student Master 4b if you point out that there are some basic steps students can follow to help them prepare for and give great presentations.


Use with Student Master 4b, “Structure of the Graphic Overview of the Stages in Preparing and Delivering a Presentation”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively use Action, Sound, and/or Images to Support Presentations

The graphic on Student Master 4b is meant to give students a visual overview of all the steps involved in preparing for

with the steps titled. One suggestion is to make a transparency of delivering a presentation. Student Master 22b presents the model

the graphic overview and work together with the students to fill in and discuss each stage. Or, make.an enlarged version of the completed graphic overview and hang it in the classroom, which can serve as a resource in your classroom.

Ask students to speculate on the meaning of the shape of the graphic.

D Do they know the meaning of and the sign for “infinity”?

b Ask students to discuss why they think Stage 1 is in the middle as a way of introducing the concept of “audience” as being more than just the people who share the room with you-your classmates.

D Ask them to discuss the necessity of each of the stages.

Suggest that every time they go through all the steps, they will build upon their experiences and improve their skills so that all the ones they do subsequently will be even better than the ones before.

that learning presentation skills is an ongoing process even for people who do them regularly as part of their work.

Use with Student Master 5a, “Graphic Overview of the Stages in Considering Audience, Purpose, and Theme”


Activities used to support this step of the process emphasize the recursive nature of these three factors in guiding the preparation and delivery of the group presentation. And, although Stage 1 and

three factors constantly throughout the process. Stage 5 do so in a formal way, students should consider these

About Stage 1: Know Your Audience” Use with Student Masters 5b and 5c, “Learning


It is also common for students to be more concerned about what they will be presenting and to forget about attending to their ‘audience. Help students t o understand how to make their presentations effective by always taking their audience into consideration. You may be able to illustrate this by asking them how teachers make learning interesting, or how certain educational television programs are more fun to watch than others. This may also be the time to begin a general discussion of how audio andor visual aids help keep the audience attentive.

It may be helpful to discuss the questions posed here with your class. You could get their answers to these questions and also help them to better understand why they need to consider their audience and the purpose of their presentation.

For example, if a student knows her presentation will be given right after lunch, she could plan to make it interactive and include some audience participation to help keep her audience awake and attentive. Presentations given at the end of the year to an audience the presenter knows well may be more relaxed than one given to an unfamiliar audience a t the beginning of the year. When the audience is unfamiliar, the presenter may want to choose a topic with which he is very comfortable to help give him some extra confidence.


To help students feel more comfortable and confident, you may have them practice appearing in front of the class through some creative, impromptu pre-presentation exercises.

D Give your opinion on a current event, hobby, favorite after school activity, or favorite movie.

D Interview a classmate.

D Explain how you recently solved a problem.

D Give directions on how to do some easy task and have the class follow those directions.

D Discuss what you would do if you won the lottery.

D Describe your favorite meal, outfit, gift, or dessert.

D Discuss what skill you would most like to have and why.

D If you were a machine, tell what machine you would be and explain why.

D In pairs, improvise a scene with a conflict.

By having students complete such exercises in the same place in which they will eventually give their presentations, they may be better able to anticipate and cope with potential problems such as being on stage or dealing with background noise.

I Group Presentation Teacher Directions I

Use with Student Master 6a, “Determine Your Purpose”

Essential Academic Learning Requirements: 2.1 Communicate Clearly t o a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas

besides actually giving the presentation, is deciding on a topic. A Often the most challenging aspect of a presentation assignment,

good way to help students choose a topic is to help them understand the purpose of their presentation. This might be a good time to remind students about whom they really enjoy listening to and why. Presenters who can focus on their purpose and make it interesting for their audience are good presenters.

Some students may feel more comfortable with one of the purposes listed on Student Master 6a and not the others. For example, many students prefer telling a story to explaining how to do something. This might be a good time to have a class discussion about possible topics for all of the purposes listed here so that students can imagine giving a range of presentations. If students feel confident that they are able to give a presentation focused on any of these purposes, their presentations will reflect their confidence.

You may choose to take your students one step further in their practices with persuasion with topics such as persuasion in propaganda, persuasion in the media, or persuasion in conversations.

D introduce different propaganda techniques and how they are used

D watch a series of commercials and identify which appeal is being used for the product

D record a conversation and site examples of persuasive techniques used

Use with Student Masters 6b and 6c, “Example of Purpose: Persuasion”


Student Masters 6b and 6c briefly discuss general information on

prior knowledge or experience with persuasive speaking (or different approaches to persuasive speaking. If your students have

writing) this student master may not be necessary. This master is available as a resource for those students who need review or introductory instruction to the fundamentals of persuasive speaking.

Use with Student Master 7, “Explore Your Theme” Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas

Before beginning the actual model, it may be helpful to initiate the importance of working together by performing icebreakers within the groups. Icebreakers give the group a chance to get to know one another before beginning the model.

D Make a Bingo card of various interests, unique to individuals in the group. These could be personal interests, unique traits, interesting hobbies. Have the students find out which student belongs to which square.

Also, try some teambuilding exercises in order to build accountability and unity within the groups.

D Work together to create a team name.

D Design a unique team folder that will contain all the groups’ materials.

D Design a team logo.

Use with Student Master Sa, “Sharing Responsibilities in Group Presentations”

Essential Academic Learning Requirements: 1.1 Focus Attention, 1.2 Listen and Observe to Gain and Interpret Information, 1.3 Check for Understanding by Asking

Range of Audiences for Different Purposes, 2.2 Develop Questions and Paraphrasing, 2.1 Communicate Clearly to a

Content and Ideas, 3.1 Use Language to Interact Effectively and Responsibly with Others, 3.2 Work Cooperatively as a Member of a Group, 3.3 Seek Agreement and Solutions Through Discussion

As students gather information and materials and become more knowledgeable about their topics, they need to consider how to divide tasks among the members of their group.

In some kinds of group presentations, such as performances of dramatic scenes, assigning individual roles might encourage equal participation. For example, in addition to acting roles, individual students might take on responsibilities such as director, choreographer, props andor stage manager, set designer, and the like.

For other kinds of group presentations, individual roles are not so clear-cut. Group members need to work out each individual’s role and responsibilities in planning and delivering their part of the group presentation. If a student prepares the visuals or props used in the presentation, he or she should still have a speaking role in the presentation.

Help students brainstorm possible ways to divide up responsibilities by considering the interests and abilities of the members as well as the particular tasks involved in the assignment.

Teacher Masters 5a, 5b, and 6 offer in-class status reports to help groups focus on negotiating individual functions within the group.


Use with Student Master 8b. “Assessment of Group Achievement”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 4.1 Assess Strengths and Need for Improvement, 4.2 Seek and OfferFeedback

You may use this assessment as often as every time the group meets. A similar form is Student Master 26c. You may want’to makes copies and have your students evaluate their group’s progress.

For beginners, it may not be necessary for each group member to take on every task of the preparation and delivery if you feel that your students will learn more by participating in a series of group presentations in which they gradually take on added responsibilities.

For example, you might assign them separate roles during their first group presentation. Then, for the next group presentation, you may allow them to assign their own roles within the group. It is generally considered that in an effective group, every member takes an active role in all aspects of both the preparation and delivery of the presentation.

.

You might help students analyze their group project by using any of these activities:

D have students brainstorm what they consider to be the behaviors of the ideal group member

P have students discuss possible ways of breaking down their project into tasks that can be assigned to individuals

D have students discuss what they consider to be fair ways to evaluate individual group members during the course of the preparation AND delivery of the presentation

Teacher Master 9 offers an idea for an anecdotal assessment of groups.

Group Presentation

Use with Student Master 9a, “Graphic Overview of the Stages in Preparing a Presentation”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style

Students should be aware of the recursive nature of the process that this model represents. Groups may need to revisit any part of this side of the process as preparation.


Use with Student Masters 9b and 9c. "Learning About Stage 2: Narrow t o a Topic"

Essential Academic Learning Requirement: 2.2 Develop Content and Ideas

presentations assigned in this model until Student Master 24. Students will not be considering a topic for their own

However, this may be a good time to have the class discuss possible cross-curricular topics for presentations with each of the purposes listed below.

Use the activity described on Student Master 9b to:

D have a small group generate topics to inform

D have a small group generate topics to explain

D have a small group generate topics to persuade

D have a small group generate topics to entertain

fit more than one category, that there are elements common to all I t may be useful for them to realize that some topics will seem to

good presentations in any of these categories and that with luck ALL presentations will entertain, but in different ways!

At this point, these materials will model preparing for and

Should Use More Products Made With Recycled Materials. The delivering a group presentation based on the topic The School

remainder of the Section One student masters will guide students through each stage in preparing and giving a presentation on this topic. The student masters in Section One will continue to include suggested bridging exercises to engage students in each of these learning stages in a meaningful way. Then in Section Two, the student masters will allow students to choose their own informational topic so they can prepare and give their own presentation after they have learned about all the stages involved


Use with Student Masters 10a and l o b , "Learning About Stage 3: Gather Information and Materials"


For Stage 3, help students understand the role of their notes. Many students will be tempted to write everything on their notes. Notes are meant to help students organize their ideas and remind them of their ideas. You may also want to encourage students to write in brief phrases instead of full sentences to reinforce this idea. Students should also be encouraged to use abbreviations instead of writing full words. Some students may even choose to write in symbols or draw pictures on their notes. Ultimately, the notes must be useful for the student who is giving the presentation, but if you plan to collect and evaluate the notes, you must require that the notes be legible and understandable to anyone who reads them.

Although not all presentation topics require it, sometimes students may need to gather information for their notes from published sources such as books, magazines, encyclopedias, or the Internet. This might be a good time to review the need to paraphrase such information and not copy it verbatim, unless they want to use a direct quote. Explain what paraphrasing is and model it for your students. It may be useful to have students practice paraphrasing some published'information at this point.

1. Give students a brief informational paragraph and a few blank note cards.

2. Allow them to read the paragraph silently or read i t aloud to them.

3. Have a brief discussion about the paragraph.

4. Tell students to put the paragraph away and not to look at i t again.

5. Ask students to write out a few cards paraphrasing the important information from that paragraph.

6. Get volunteers to read some note cards aloud, write out some samples of correctly paraphrased information on the board, or collect and evaluate everyone's note cards'individually.


This might be a good time to discuss with students what kinds of resources they should use to gather information. Some students may have access to the Internet via home or school computers, or some may choose to conduct interviews to gather information. Students may need instruction about choosing the best resources for the type of information they need, about using a variety of sources, and also about evaluating the quality of the information they have found. You may want to do some trouble-shooting by cautioning students about the problems they could encounter when gathering information. You may want to preview any Internet activity that you suggest to students. Because these resources are sometimes public forums, their content can be unpredictable.

As students are gathering information from various sources, it may be helpful to offer suggestions on how to keep all the information organized. Below is a suggestion that can be altered according to the needs of your classroom.

1.

2

Assign a number to each bibliography source and write this assigned number in the upper left hand corner on each of any corresponding note cards.

Sequentially number all the note cards in the right hand corner, as demonstrated in Student Master lob. This can be done to keep all needed note cards in order.

Use with Student Masters 11 a and 11 b, “Learning About Stage 4: Organize Information and Plan Presentation”

Essential Academic Learning Requirements: 1.1 Focus Attention, 1.2 Listen and Observe to Gain and Interpret Information, 1.3 Check for Understanding by Asking Questions and Paraphrasing, 2.2 Develop Content and Ideas, 3.1 Use Language to Interact Effectively and Responsibly with Others, 3.2 Work Cooperatively as a Member of a Group, 3.3 Seek Agreement and Solutions Through Discussion

whether all their information is necessary and whether they have In sorting through notes, students may need guidance in judging

enough information for a 7-9 minute presentation. Sometimes students are reluctant to delete notes. They need to realize that because they took the time to find the information and write it down does not mean the information is vital to their presentation. (Perhaps it might be to someone else in their group!) Help them learn how to focus their information on their topic. It is difficult to give students an exact amount of notes they’ll need in order to give a 7-9 minute presentation. You may want to encourage

know whether they have enough information. students to practice and time their presentations so that they will

This might be an appropriate time to present or to review outlining skills. Appendix A (on page 108) offers one way of helping students organize their information into an outline.

Use with Student Masters I l c , I l d , and 11e. “Plan Your Presentation”

Essential Academic Learning Requirements: 1.1 Focus Attention, 1.2 Listen and Observe to Gain and Interpret Information, 1.3 Check for Understanding by Asking Questions and Paraphrasing, 2.2 Develop Content and Ideas, 3.1 Use Language to Interact Effectively and

Member, 3.3 Seek Agreement and Solutions through Responsibly with Others, 3.2 Work Cooperatively as a

Discussion

It is important for students to recognize that part of organizing a presentation is to include a clear beginning, middle, and end. If any of the three sections was not included, the presentation would not be as strong.

The planning of the presentation is introduced as a linear model. The students can see how the beginning, middle, and end relate to one another in a line. When the students reach the end, it becomes more like a circle. The end relates back to the beginning, creating a complete loop.

Create a worksheet for an informational topic familiar to most students involving more than five facts.

1. List the facts in random order on the worksheet and don’t number them.

2. Include at least one unnecessary fact and leave out a t least one important fact.

3. In small groups or individually, have students create, order, and correctly number notes for this project.

4. Have volunteers read their notes aloud, write out some sample cards correctly ordered and numbered on the board, or collect and evaluate everyone’s notes individually.

Choose some cross-curricular topic prompts from Appendix B.

1. Have individuals or small groups (or have individuals work alone then form small groups to compare ideas) brainstorm some creative ways to begin those presentations.

2. Collect those suggestions.

3. Conduct a class discussion about the pros and cons of those suggestions.

For individuals or small groups, assign a practice presentation for which you can supply a complete set of unnumbered, randomly arranged note cards and audio visual aids.

1. Have groups negotiate and assign roles to members.

2. Have students arrange and number the note cards.

3. Have students create an outline for this practice presentation.

4: Have students compose an appropriate introduction and conclusion to this practice presentation.

1 Group Presentation Teacher Directions

Use with Student Master I l f , “Final Tips for Organizing Your Information”

Essential Academic Learning Requirements: 2.2 Develop Content and Ideas, 3.1 Use Language to Interact Effectively and Responsibly with Others, 3.2 Work Cooperatively as a Member of a Group, 3.3 Seek Agreement and Solutions Through Discussion, 4.1 Assess Strengths and Need for Improvement, 4.2 Seek and Offer Feedback

The information and questions listed here can also be reviewed after Student Master 29a when students have organized the information for their own presentations.

You could also have a discussion with students about how these final tips are similar to and different than the editing stage of writing a paper. It might be helpful for students to compare and contrast the relationship in more detail.

D Have students, in small groups or individually, put a check mark after each question listed if it applies to the kind of editing they are expecting to do when writing a paper; ask them which questions they checked; discuss their choices in a large group.

Group Presentation Teacher Directions

Use with Student Masters 12a, 12b. 12c. 12d. and 12e. “Learning About Audio and Visual Aids”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 3.2 Work

and Solutions Through Discussion Cooperatively as a Member of a Group, 3.3 Seek Agreement

At this point you may want to stress the importance of such aids in helping to make a presentation more interesting and effective.

The blank format of the student masters could be used as a brainstorming activity for students to discuss the pros and cons of a number of possible audio and visual aids. Students should also consider any limitations they may have when choosing audio and visual aids. For example, your schedule may not allow time for students to make a videotape, but you may consider scripting a role-play instead.

Possible responses for pros and cons for audio and visual aids can be found below. These responses can be altered to meet the needs of your students’ presentations.

Chalkboard D Pros

every classroom has one they are easy to change and erase they are big and easy to see you can add things as you talk you can ask questions and then put some of the audience’s comments on the board another group member can record as you continue to speak

D Cons if you try to write while you speak, you lose eye contact with

’ your audience if you don’t write large enough, the audience won’t be able to see what you write if your handwriting is poor, the audience will have a hard time reading it

it is difficult to write and talk at the same time you might misspell a word

Posters D Pros

you can make them in advance they are inexpensive to make they can be colorful and creative they can be portable

P Cons they may not be large enough to get your message across they can be awkward to carry around they may not be large enough to be seen by everyone in the audience

Flip Charts D

D

Pros inexpensive to use can be prepared in advance or at time of presentation each sheet can be saved for future reference they are portable group member can record as you speak you can add audience input

Cons your handwriting may be difficult to read if you write while you speak, you could lose eye contact with the audience it is difficult to speak and write at the same time you might misspell a word you might not write large enough for all to see

Bulletin Boards D Pros

almost every classroom has one you can make a very creative display they are cheap to use

D Cons they must be prepared in advance, allowing others to see it

they are in a public place where things could fall off or be before your presentation

removed before your presentation


Objects to Hold Up and Talk About D Pros

gives the audience a real-life view of something helps the audience understand how something works

D Cons small objects only work well with small groups of people if you pass around the object while you are speaking, the audience will be distracted

Videotapes D Pros

something may be shown that could not be done or brought into a classroom it is easier to show than a film or slides

D Cons the TV screen may not be big enough for everyone to see video quality may not be as good as film quality skill and a long time are required for production

Cassette Tapes/Compact Disks D Pros

easy to move inexpensive a good way to present music, or share comments from experts you have interviewed

D Cons batteries can get weak if tape runs too long, listeners will get restless video quality may not be as good as film quality skill and a long time are required for production

Overheads/Computer Displays D Pros

they can be clear and easy to read transparencies and disks are easy to carry

D Cons there could be technical problems the equipment needed could be difficult to position in the classroom images or words on the screen may not be big enough for everyone to see

Use with Student Master 13a, “Graphic Overview of the Stages in Revisiting Audience, Purpose, and Theme”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for

Assess Strengths and Need for Improvement Different Purposes, 2.2 Develop Content and Ideas, 4.1

Although students should be encouraged to move back to any stage in the process a t any time, Stage 5 offers a formal opportunity for students to reconsider audience, purpose, and theme in guiding the preparation and delivery of the group presentation.

Use with Student Masters 13b and 13c. “Learning About Stage 5: Revisit Audience, Purpose, and Theme”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 4.1 Assess Strengths and Need for Improvement

As students reach this stage, they may feel that they are ready to deliver their presentation. I t is important that they understand the role of revision in any creative process. Critical examination of their materials is essential to development of both the content of their presentation and the development of their group skills. It is important to allow room in your schedule for students to return to any previous step in the process, especially since they may be reluctant to do so.

Use with Student Master 14, “Assessing Group Effectiveness”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for

Assess Strengths and Need for Improvement, 4.2 Seek and Different Purposes, 2.2 Develop Content and Ideas, 4.1

Offer Feedback

In order to assess the progress of the group as a whole, you may use this tool for assessing group effectiveness. Self-Reflection Questions should be answered by the individual student, while Group Reflection Questions should be answered together as a group. Additional aids in assessing the group effectiveness are offered on Teacher Masters 7,8 and 9.

Use with Student Master 15a, “Graphic Overview of the Stages in Delivering a Presentation”

Essential Academic Learning Requirements: 2.1

Different Purposes, 2.3 Use Effective Delivery, 2.4 Use Communicate Clearly to a Range of Audiences for

Effective Language and Style, 2.5 Effectively Use Action, Sound, andor Images (andor Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others

This presents the stages in the delivery process of the presentation assignment. Students should also be made aware that they may need to revisit any stage in this part of the process.

Use with Student Master 15b. “Learning About Stage 6: Rehearse”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 3.1 Use Language to Interact Effectively and Responsibly with Others

Although it is not included as a stage in preparing and giving presentations, speech (oral communication) is an integral part of presentations. This may be a good time to discuss the importance of developing good speaking skills. Or, you may prefer to insert this topic elsewhere in your unit. Feel free to insert it where

your students’ needs. appropriate and to adapt it in any way that you feel i t best suits

Help students realize that speaking is such a natural and significant part of our lives that we often do not think consciously about how we do it. And yet, the acquisition of the language and speaking skills necessary for success in education and the “global workplace” will not necessarily be a part of all of our students’ experiences. Therefore, we must expose them to these standards in order to offer them the best opportunities for future success.


Below are some possible discussion prompts on the topic of oral communication.

D In what ways do you think speaking to an audience as a presenter differs from the way you talk the rest of the time?

D Think about presentations you have already done or seen. What things about the speakers did you notice that make you remember them as either “strong“ or “weak” speakers?

D Does everyone in our country speak the same way?

D What kinds of things influence how people speak?

P Is there only one “correct” way to speak?

D Is it possible to speak too “correctly’?

D What is the relationship between speech and personality?

D What are some elements of voice quality?

D Think about professional speakers you’ve heard. What kinds of things did you notice about the way they delivered their speeches?

D How is public speaking a communication situation?

D What is standard English?

r Group Presentation Teacher Directions I

Use with Student Masters 16a, 16b. and 16c. “Good Speaking Skills Self-Evaluation’’

Essential Academic Learning Requirements: 1.3 Check for Understanding by Asking Questions and Paraphrasing, 4.1 Assess Strengths and Need for Improvement

Student Masters Ma, 16b, and 16c are designed to help students become aware of the ways they speak and how speaking in formal presentations in front of the class differs from conversation or even class discussions.

Just as with health, physical fitness, and many other skills, conscious effort and continuous attention are required for improving our speaking skills. We tend to take speech for granted, but it is actually a complex behavior and it is helpful to be conscious of our (and others’) speech effectiveness.

Have students think about the feedback they get from their listeners when they speak.

D Do their listeners ask them to repeat things?

D Do their listeners take things the wrong way?

D Do their listeners misunderstand information?

D Do their listeners enjoy listening to them?

D Do their listeners respond positively?

However people respond to our speaking, we can improve by being aware and by practicing.

Group Presentation

An effective presentation means more than giving important information. Other elements of speaking include:

D Manner of Delivery. Good speakers engage the audience by being confident, relaxed, and poised, but at the same time enthusiastic about their topic. Facial expressions and gestures often accompany effective speeches. A tense, fidgety, or stiff presenter does not make an audience comfortable, and they are not likely to respond well if the speaker reads too much, makes no eye contact, or talks to the floor or ceiling.

D Voice. The speakers who make a positive impression on us speak expressively, loudly enough to be heard, and a t a pace that is comfortable for the audience and appropriate to the situation.

D Articulation. Effective speakers pronounce words clearly and correctly, and they deliver the information understandably and directly without unnecessary repetition or vagueness. They

“um,” “you know,” and other such “fillers.” speak fluently and they avoid common pitfalls such as “like,”

b Language. Most public speaking situations require that we speak standard American English rather than one of the many dialects and variants that exist in our nation.

D Content and Organization. Credible speakers attract their

Their information is clear, concise, and easy to follow. Effective audiences from the very start with an effective hook (opener).

speakers end their presentation on a solid stance, leaving their audience with a last impression.

The Good Speaking Skills Self-Evaluation Student Masters 16a,

activities you choose, but it is designed to be used after Stages 6 16b, and 16c, can be used a t any time and for any speaking

covered in this model. Some of the items in this self-evaluation and/or 8 or as part of Stage 9 for the types of presentations

may need to be discussed with your students in detail before they complete it.

Group Presentation

Use with Student Master 17, “Being a Good Listener in the Audience”

Essential Academic Learning Requirements: 1.1 Focus Attention, 1.2 Listen and Observe to Gain and Interpret Information, 1.3 Check for Understanding by Asking Questions and Paraphrasing

Although it is not included as a stage in preparing and giving presentations, listening is an integral part of presentations. This may be a good time to discuss the importance of developing good listening skills with your students.

Help students understand their responsibilities as listeners, not just as audience members for presentations, but in any communication dynamic. Since communication involves both sending and receiving information, they need to understand that both speakers and listeners have a responsibility to ensure clear communication.

Listening skills include both useful and polite elements, such as gaining and interpreting information, squarely facing the speaker, maintaining eye contact, and responding appropriately to the presentation.

You may also want to address the issue of taking notes or writing during presentations. Depending on learning styles, some students may be able to attend better if they can take notes while others may not be able to do both things well a t once. In addition, it can be both distracting and discouraging to a presenter if the audience is writing and not maintaining eye contact during a presentation. Often the issue of taking notes depends on the type of presentation given; some presentations require less effort to get

how to address this issue with your students. the information tlian others. Use your best judgment to determine

The Good Listener Skills Self-Evaluation is included in Student Masters 18a, 18b, and 18c. You may choose to use it as a tool for evaluating students’ listening skills at appropriate times throughout this model, or you may regard it as one suggested model and instead create one that better suits the needs of your students.


D Individually, in small groups, or in a class discussion, create an evaluation tool by having students brainstorm helpful ways to complete these two phrases: “As a presenter I expect my listeners to ...” and “As a listener my responsibilities are to ....”

D Conduct daily or random ”Good Listener Checks” to reinforce the six elements listed in Student Master 17; see if students are modeling good attention skills like facing a speaker, maintaining eye contact, and leaning forward; determine if they are getting information from listening by asking if someone can paraphrase what was said; encourage them to get into the habit of formulating follow-up questions when listening.

Group Presentation

Use with Student Masters 18a, l a b , and 18c, “Good Listener Skills Self-Evaluation”

Essential Academic Learning Requirements: 1.1 Focus Attention, 1.2 Listen and Observe to Gain and Interpret Information, 1.3 Check for Understanding by Asking Questions and Paraphrasing

Student Masters 18a, 18b, and 18c can be used a t any time and for any listening activities you choose, but it is designed to be used

this model. after Stages 6 and/or 8 and for types of presentations covered in

Some of the items in this self-evaluation may need to be discussed with your students in detail before they complete it. For example, the items listed under “Focus My Attention“ may need some clarification. Help students understand how nonverbal cues and positive body language can be encouraging to presenters. It may also help to discuss how some nonverbal cues and negative body

to help students understand the difference between W h a t was the language can have the opposite effect. In addition, you may need

presenter’s topic?” listed under “Get the Information,” and W h a t was this presentation about?” listed under ”Paraphrase.” The first question can be answered with a brief response while the second question may require a more detailed response.

You may also decide to regard this self-evaluation as one suggested model to evaluate good listening skills and to create one that better suits the needs of your students.

Use with Student Master 19. “Learning About Stage 7: Review and Finalize”

Essential Academic Learning Requirements: 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 4.1 Assess Strengths and Need for Improvement

D Have students practice a presentation by using the steps outlined on the graphic overview (see Student Master 4b or 22b); create a checklist of all six stages of preparing and delivering a presentation so far; have students check each other’s performances at each stage; conclude with a class discussion about what went well and what did not.

Use with Student Masters 20a, 20b. and 20c, “Learning About Stage 8: Delivery”

Essential Academic Learning Requirements: 4.1 Assess Strengths and Need for Improvement, 4.2 Seek and Offer Feedback

D Have students compare their rehearsals with their final performances. Allow group members to discuss their observations within the group and then share them with the rest of the class.

Use with Student Master 20d, “Making Friends With Your Audience”

Essential Academic Learning Requirements: 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations

their performance. Students should review these ideas as a group in preparation for


Use with Student Master 21. “Learning About Stage 9: Reflect”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.1 Assess Strengths and Need for Improvement, 4.2 Seek and Offer Feedback

Student Master 21 is designed to have the students consider what revisions would strengthen their presentations; just as the revision process in writing does to a written composition.

Self-reflection is a way to get students actively involved in the evaluation of their own work. It is a shift away from the students’ dependence on the teacher’s judgment. Students think about their own learning and, in the process, learn about their own thinking.

Self-reflection must be taught, nurtured, and practiced; classroom discussions and dialogues are crucial. Peer response groups, studentlteacher conferences, sharing and reflecting on others’ work, and giving constructive feedback are all activities that promote self-reflection. As students gain experience in reflecting on their own and on others’ work, the quality and depth of their evaluative observations develop.

the steps of this presentation model. It might be useful at this Students evaluate and reflect in many ways as they work through

point to discuss self-reflection with your students and help them realize how it measures achievement and also promotes learning. Help students see that as active, engaged learners, they are not going to wait until a project is completed to evaluate it (or wait until the teacher does so!); they are assessing their process a t every step along the way. Students have made choices about their presentation topics and their strategies for organizing and preparing them; they’ve thought and learned about their speaking and listening skills. Now, they have the opportunity to reflect on their presentation and to make revisions where necessary in order to improve it.

I Group Presentation Teacher Directions 'I

Perhaps you might make the business and industry analogy of. prototypes, design reviews, controlled market tests, and dry runs; when a business has invested a lot of money and time in developing a new product and is about to put it on the market, it takes every step possible for the product to be the best it can possibly be before the consumer sees it. Help students see the analogy between corporate strategies and their presentation strategies.

Consider engaging students in a variety of activities to help reinforce the importance of these elements.

D Assign practice presentations and evaluate them using the Delivery Skills Rubric Teacher Masters 14a and 14b to familiarize students with it or to serve as a diagnostic tool for you.

D Brainstorm various appropriate closing comments and ways to deliver them; discuss the pros and cons of standard, conventional, or conservative approaches versus creative, clever, and innovative approaches in terms of audience, purpose, and topic.

D Assign introductory presentations to help build confident attitudes; have students interview each other in pairs and then introduce each other to the class; provide students with interview strategies and questions, generate some in class, or allow them to create their own.

Throughout this process, it might be helpful for students to reflect on what they are doing and why.


Use with Student Master 22a. “The Next Steps for Carlos’s Group”

Essential Academic Learning Requirement: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes

work on their presentation skills. Their ability to prepare and Students should be aware of the diverse opportunities that exist to

deliver presentations will be critical to their ability to communicate their ideas in many situations.

Use with Student Master 22b, “Graphic Overview of the Stages in Preparing and Delivering a Presentation”


Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Communicate Clearly to a Range of Audiences for Different

Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.1 Assess Strengths and Need for Improvement, 4.2 Seek and Offer Feedback

All of the steps in the process have now been addressed. Student Master 4b presented the outline of this graphic overview. A discussion with students about the properties of the model, especially the recursive nature of the process, could be valuable at this point.

Use with Student Master 23, “Thinking About Your Presentation Skills”

Essential Academic Learning Requirement: 4.1 Assess Strengths and Need for Improvement

You may find it helpful to use some of these questions to guide student reflection as they prepare for their own assignment.

Some Questions That Promote Self-Reflection

D Why did I choose this topic?

D What problems did I have and how did I solve them?

D If I could have done more work on this presentation, what might I have done?

D What reactions did I receive from my peers?

b ’ How would I describe my progress as a. presenter?

b How do the reactions of others help me?

D What have I learned about doing presentations?

D What do I still need to learn? ’

D What parts of the process went well for me?

D Which steps gave me the most trouble?

D Has my confidence level about presenting gone up?

D What do I most enjoy about the process of preparing and giving a presentation?

D What do I least enjoy about this process?

D What advice would I give a fellow student who has not yet gone through this process?


Prepare for and Deliver Your Own Presentation on a Prescribed Topic

Use with Student Master 24, “Assignment”

Essential Academic Learning Requirement: 3.2 Work Cooperatively as a Member of a Group

Although students may get their prescribed assignment a t this point in the student masters, they may not be able to complete the Presentation Assignment Questions provided on Student Master 3a. Some students may not know how to answer certain questions that require more careful thought about the assignment, such as “What is the topic?,”“What do I want my audience to know, learn, or experience from my presentation?,” or “What kinds of audio andor visual aids might I be able to create or use to make my presentation more interesting?”

If you choose to use the “Functions in a Group” list on Student Master 2, the best time to review it with your students may be now. If you choose to use the blank template for the “Presentation Assignment Schedule” provided as Teacher Masters 3b and 3c, use your best judgment about when to review it with your students.

Group Presentation

Use with Student Master 25, “Social Skills Practice”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 4.1 Assess Strengths and Need for Improvement

First, give each group in the class a number. Then tell them that they will have three minutes to perform the task once you assign it, that you will answer no questions once they begin, and that you want one response for the group. Answer any questions. Tell them to list the names of as many different professional sports teams as they can. Call time after three minutes and put the group totals up on the board or overhead.

Second, tell the class they will have three minutes to do another task. Repeat the same rules that applied for the first task. Then assign them to tell you how they would conduct a grass-roots political campaign (or any other ill-defined, little known, and complex task). You will receive more questions this time. Of course, do not answer them, but make note of what students are

students to ask as they begin to work on their presentation. At the asking. Many of the questions will be exactly those that you want

end of three minutes call time. Ask each group to share with the class the results of their work.

For the follow-up discussion ask students:

D Which task did you feel your group did better at?

D Which task made you feel that you contributed more to the success of the group?

D What difference was there in the tasks that were given to you?

Students should come to know that having a clearly defined task leads to greater success and to more positive interaction. This is true not only for the one, large assignment but also for the tasks that will be assigned for each step of the process. Encourage them to ask questions, just as they did when that second task was assigned.

Use with Student Master 26a. “Graphic Overview of the Stages in Considering Audience, Purpose, and Theme”


The important question highlighted for Stage 1 here is meant to be a focusing question. It may not be a question students have a definite answer for yet, but keeping it in mind will help them prepare an effective presentation. This might be a good time to brainstorm some ideas for presentation topics with students and suggest what audiences might come to know, learn, or experience from those topics.

Use with Student Masters 26b and 26c, “Stage 1: Student/Teacher Conference Form” and “Daily Assessment of Group Acheivement”


Student Master 26b may be used with Teacher Master 2 as a guide to judge the student’s progress so far.

Also, use Student Master 26c to evaluate the group’s daily progress.

Group Presentation

Use with Student Master 27a. “Graphic Overview of the Stages in Preparing a Presentation”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style

Students should be aware of the recursive nature of the process that this model represents. Groups may need to revisit any part of this side as assessment and your observations indicate.

Students may need extra time and help with Stage 2. Sometimes students don’t know their strengths and may feel frustrated by this assignment. Help them to see that the topic they choose doesn’t have to be very complex. By considering their strengths, students may be able to think of some accessible topics such as: a musical instrument, an art form, a sport, or a landmark.

Use with Student Masters 27b. 27c. and 27d. “Stage 2: Group/Teacher Conference Form” and “Group Assignment List”


After the groups have answered questions 1-5 of Student Masters 27b and 27c, review the form with them. Have the groups answer questions 6-8 after your conferences. Other options for the use of Student Masters 27b and 27c are listed on page 78.

Also, review Student Master 27d with the group during this conference. The purpose of the Group Assignment List is to provide students with a single page that clearly communicates to them what they are supposed to do for this assignment.

You may also want to have students sign their list to signify they understand and accept their responsibilities for this assignment. In addition, you could ask students to have a parenuguardian at home review the list and sign it. This could be an effective way to send a message home to inform parentdguardians about this assignment.

Use with Student Master 28a, “Stage 3: Gather Information and Materials”


This is a good reminder for students on how to begin gathering information.

Use with Student Master 28b, “Stage 3: Self- Evaluation of Gathered Information and Materials”

Essential Academic Learning Requirements: 2.2 Develop Content and Ideas, 4.1 Assess Strengths and Need for Improvement

Use this student master when students reach the point when they believe they have gathered all of the necessary information. Some students may confirm that they have enough information, while others may discover they need to find more resources.

Use with Student Master 28c. “Stage 3: Peer Review of Gathered Information and Materials”

Essential Academic Learning Requirements: 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 4.2 Seek and OfferFeedback

When the group has finished collecting all of the information needed for the presentation, the team should exchange and review the notes and fill out the questionnaire. Students should then review the comments and, if necessary, gather more information.

Use with Student Master 29a. “Stage 4: Organize Information and Plan Presentation”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language’to

Assess Strengths and Need for Improvement, 4.2 Seek and Interact Effectively and Responsibly with Others, 4.1

OfferFeedback

This may be a good time to review the ”Organize Information and Plan Presentation” stages presented on Student Masters l l a and l lb .

Use with Student Master 29b, “Stage 4: Self- Evaluation of Organization”

Essential Academic Learning Requirements: 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.1 Assess Strengths and Need for Improvement

Make sure to consult with students that circled “No” on any of the questions.

Use with Student Master 29c. “Stage 4: Peer Review of Organization”

Essential Academic Learning Requirements: 2.2 Develop Content and Ideas, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or.Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.2 Seek and Offer Feedback

Other members of the group should complete this sheet.

Use with Student Master 30a, “Graphic Overview of

Theme” the Stages in Revisiting Audience, Purpose, and


Different Purposes, 2.2 Develop Content and Ideas, 4.1 Communicate Clearly to a Range of Audiences for

Assess Strengths and Need for Improvement

. Although students should be encouraged to move back to any stage in the process a t any time, Stage 5 offers a formal opportunity for students to reconsider audience, purpose, and theme in guiding the preparation and delivery of the group presentation.

Use with Student Master 30b. “Stage 5: Self/Group Evaluation”


Different Purposes, 2.2 Develop Content and Ideas, 4.1 Communicate Clearly to a Range of Audiences for

Assess Strengths and Need for Improvement, 4.2 Seek and Offer Feedback

This is the opportunity to assess both individual and group effectiveness.

Use with Student Master 31a, “Graphic Overview of the Stages in Delivering a Presentation”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 411 Assess Strengths and Need for Improvement, 4.2 Seek and Offer Feedback

This student master presents the stages in the delivery process of the presentation assignment. Students should also be made aware that they may need to revisit any stage in this part of the process.

This might be a good time to address your students’ listening skills. Student Master 17 reviews good listening skills, and the Good Listener Skills Self-Evaluation on Student Masters 18a, 18b and 18c helps students evaluate those skills. These pages can be used as complements to Student Master 31b as students are practicing their presentations. You may decide to collect and review students’ Good Listener Skills Self-Evaluations once they complete them. Have students include them in their presentation folders for review later, or otherwise address them as you see fit.

Use with Student Master 31b. “Stage 6: Self- Evaluation of Rehearsal”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, andlor Images (andor Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.1 Assess Strengths and Need for Improvement

Make sure to consult with students that circled “No” on any of the questions.

Use with Student Masters 31c and 31d, “Stage 6: Peer Review of Group Presentation” and “Peer Review of Presentation”

Essential Academic Learning Requirements: 2.1 Communicate Clearly to a Range of Audiences for Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.2 Seek and Offer Feedback

This provides an opportunity for peer feedback before the final presentation.

Use with Student Master 32, “Stage 7: Review and Finalize Presentation’’

Essential Academic Learning Requirements: 4.1 Assess Strengths and Need for Improvement. 4.2 Seek and Offer Feedback

It might be useful for students to record the feedback they received on their rehearsals.

Use with Student Master 33. “Stage 8: Delivery”

Essential Academic Learning Requirements: 2.3 Use Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, and/or Images (and/or Objects) to Support Presentations

You may want to review the ideas for making friends with your audience presented on Student Master 20d with your students before they give their presentations.

This might also be a good time to address your students’ speaking and listening skills.


Use with Student Masters 34a, 34b. and 34c. “Stage 9: Reflect”


Different Purposes, 2.2 Develop Content and Ideas, 2.3 Use Communicate Clearly to a Range of Audiences for

Effective Delivery, 2.4 Use Effective Language and Style, 2.5 Effectively Use Action, Sound, andor Images (andor Objects) to Support Presentations, 3.1 Use Language to Interact Effectively and Responsibly with Others, 4.1 Assess Strengths and Need for Improvement

These pages are different self-evaluation sheets for students to use after they have prepared for and given their presentations. It would be redundant to use all three sheets, so you should familiarize yourself with the aspects that each sheet covers and decide which sheets will work best for your students’ or cumculum needs.

The first sheet, entitled ”Stage 9: Reflect,” encompasses both stages of presentations: preparing and delivering. This sheet briefly addresses the points that are covered in the scoring criteria you will use to evaluate students’ presentations.

The next two sheets, entitled “Stage 9: Self-Evaluation for Preparing My Presentation” and “Stage 9: Self-Evaluation for My Presentation,” are meant to be used as a pair and they simply elaborate on the two stages encompassed in the “Stage 9: Reflect.” This pair of self-evaluation sheets also reflect the points covered in the scoring criteria you will use to evaluate students’ presentations, but they include more detail and more self- reflective, short-answer questions for students.

evaluations, you may ask that students include their completed Whichever way you decide to have students do their self-

sheets in the presentation folder for you to collect.

Use with Student Master 34d, “In Conclusion”

Essential Academic Learning Requirements: 4.1 Assess Strengths and Need for Improvement

An encouraging list is provided for students to reflect on presentations. As students become aware of the opportunities they have to reflect and practice both their presentation and listening skills in their daily lives, their skills will begin to improve. Their skills may begin to improve with little effort if they reflect on these suggestions.

Use with Student Master 35, “PosbPresentation Questions: Group Presentation”


This is a good opportunity for students to reflect on the group process. Students should be honest about the group they worked in. You will be able to review these comments and then use the information when setting up groups in the future.

Use with Student Masters 36a and 36b, “Audience Comment Sheet”

Essential Academic Learning Requirements: 4.1 Assess

Feedback Strengths and Need for Improvement, 4.2 Seek and Offer

Use these sheets in order to give the presenters feedback from their peers. The sheets are designed so that the audience can respond to each of the presenters in the group, rather than the group as a whole. The presenters should review this evaluation so they may make adjustments in future presentations.

Use with Student Master 37, “Presentation Folder Checklist”

Essential Academic Learning Requirements: 4.1 Assess Strengths and Need for Improvement, 4.2 Seek and OfferFeedback

If you have your students compile a presentation folder, the “Presentation Folder Checklist” is offered as an example only. You may choose not to include all of these items in your students’ presentation folders, or you may have items of your own you wish to include. Feel free to adapt this as you wish.

A rubric for teacher assessment of individual presentation folders is offered on Teacher Master 1.

Use with Group Presentation leacher Master 1: “Group Presentation: Individual Folder Assessment”

The following page is made available for teachers to use when assessing student folders. If you are going to use this resource, students should be made aware of the areas of assessment at the beginning of the activity. You may circle the language that best applies as you assess the student folders.

Group Presentation Teacher Master 1 I

s

c 0

s

Use with Group Presentation leacher Master 2, “Stage 1 : Student/leacher Conference Form”

This ”Stage 1: Studenmeacher Conference Form” is designed to work with Student Master 26b. If individual conferences are not possible, you could collect their completed conference forms and return this completed form along with the students’ papers. You could also have conferences with those students who need extra time and attention.

Group Presentation Name Teacher Master 2

Stage 1: Student/Teacher Conference Form

Conduct a brief teacherhtudent conference with each student presenter. Complete this Stage 1 form for each presenter.

Presenter:

Does the presenter understand who his or her audience is for this presentation? Yes No

Does the presenter understand the purpose of his or her presentation? Yes No

Does the presenter understand the theme for this presentation? Yes No

Does the presenter have any questions or concerns about preparing and delivering his or her presentation? Yes No

Does the presenter understand the scoring criteria you will use? Yes No

What helpful feedback can you offer the presenter at this point?

Use with Group Presentation leacher Master 3a. “Preparing a Group Schedule”

This blank calendar is made available for you to adapt for your own purposes. It can serve each group or student in planning the group presentations. Consider if you wish students to include it in their folders which you will be evaluating a t the end of the assignment.

Group Presentation Name Teacher Master 3a

Preparing a Group Schedule

T W T F

Group Presentation

Use with Group Presentation leacher Masters 3b and 3c, “Presentation Assignment Schedule”

The purpose of the Presentation Assignment Schedule is to provide students with a single page timeline that clearly communicates to them what work is due for each step of their presentation and when that work is due.

The partially completed schedule incorporates suggestions for the

in this model. Stage 3: Gather Information and Materials is divided types of materials due for each step in the presentation as presented

into three segments to allow students sufflcient time to gather information and to allow for progress checks a t several intervals. The Due Date column is blank to allow you the option of filling in the dates yourself or having your students do so.

Teacher Master 3c is provided for you to fill in as you like. You may want to modify or customize the schedule or generate the schedule with input from your students. Feel free to use either schedule included here or create one of your own.

Group Presentation Teacher Master 3b I

Fill out the information in the chart below so you know exactly what is due for each step of your presentation and when it is due.

I Presentation Stages I Materiels Due

Due I Date

Stage 1: Consider Your Turn in a paragraph describing

etc.). Take into consideration where youll be presenting and the time of day.

Audience your audience (size, age, interests,

Determine Your Turn in a paragraph describing Purpose what you want your audience to

learn and experience from your presentation.

Explore Your Theme Turn in a graphic organizer that shows how your group has explored your theme.

Stage P: Narrow to a Turn in a paragraph stating your Topic

you might describe it to someone who topic and a description of your topic as

knows nothing about it.

Stage 3: Gather Information Turn in at least onehalf of your material, and Materials

for Stage 3. a Self-Evaluation, and a Peer Review

Stage 4: Organize Turn in all of your note cards in the Information and

Presentation

order you will use them in your

and a Peer Review for Stage 4. Plan Your presentation, a Self-Evaluation,

Stage 5: Revisit Audience, Turn in a paragraph describing Purpose, and Theme revisions you will be making.

Stage 6 Rehearse Turn in a Self-Evaluation and a Peer Review for Stage 6.

Stage 7: Review and Finalize Turn in a Self-Evaluation and a Peer Review for Stage 7.

S t q e 8: Delivery Turn in a Self-Evaluation and a Peer Review for Stage 8.

Stage S: Reflect Turn in a Stage 9 Reflecting on Your Presentation Sheet and your Presentation Folder with ita Checklist.

Group Presentation Name Teacher Master 3c

Fill out the information in the chart below so you know exactly what is due for each step of your group assignment and when it is due.


Use with Group Presentation leacher Master 4. “Stage 2: leacher Observation Form”

This “Stage 2: Teacher Observation Form” is designed to work in conjunction with two other pieces: the student’s “Presentation Topic Ideas” page, described on Student Master 27a, and the “Stage 2: Groupmeacher ConferenceForm” on Student Masters 27b and 27c.

Items 1-5 on Student Masters 27b and 27c, the “Stage 2: Group/ Teacher Conference Form,” are to be completed by the group at the end of Stage 2. Items 6-8 on Student Master 27c require feedback from you. Therefore, completing Student Masters 27b and 27c can be achieved in various ways:

D Students could fill in their responses to items 1-5, then meet with you as a group to share and discuss their “Presentation Topic Ideas” page, items 1-5 on the “Stage 2: Groupmeacher Conference Form,” and your feedback on items 6-8 on the form.

D If individual conferences with each group is not practical, an alternative would be to collect students’ “Presentation Topic Ideas” pages and their “Stage 2: StudentrI‘eacher Conference Forms” after they complete items 1-5. Then you could fill in your responses to items 6-8 on their “Stage 2: Groupmeacher Conference Form” and return the forms and students’ “Presentation Topics Ideas” page to your students.

D You may also decide to have individual conferences with only those groups who seem to need extra guidance or assistance with this step.

D To comment on an individual’s participation in preparing a group presentation, a teacher observation form is included as Teacher Master 4.

Group Presentation I Name Teacher Master 4 I Stage 2: Teacher Observation Form

Presenter:

Is the presenter productively engaged in narrowing the topic?

Yes No

Is he or she generating many ideas for his or her presentation? Yes No

Jot down any initial concerns or positive actions you observe as the presenter is working on Stage 2.

Use with Group Work Teacher Masters 5a. 5b, and 6, “Group Presentation Status Reports”

One way to help students organize a group assignment is to have a folder for each group in a crate or hanging file in the classroom so that as group members generate materials for their assignment, they can store them in the room. This helps to ensure that the materials are in the classroom the next time the group convenes to work on the project and that no one individual group member is responsible for storing the group’s materials. It also assists the group (as well as the teacher) in keeping track of the progress of the group as a whole, as well as individuals in it.

The following pages are offered as aids in assessing the

the group folders. preparation and group work. These sheets can then become part of

AI1 of the assessment forms that follow are offered as suggestions to help teachers. They are designed to assess both effective group work and presentation skills. Teachers are encouraged to use them or to adapt them in any ways that are most useful to them. Since the term, “Social” is more appropriate for students, it is used on Teacher Master 5a. The “Social” contributions correspond to the Collabrative Skills on page 15.


Group Presentation: Work In-Class Status Report

Group's Activity[-ies] Today:

Notes and Reminders for Next Meeting:

Teacher Observations/Comments on Today's Work:

0 roup Pr-sentation I Name Teacher Master 5b I Group Presentation: Teacher Assessment

Were the tasks divided among members?

Was there an agreed on plan or strategy to accomplish the tasks?

Did all members understand the tasks?

Was time used productively?

Did members record results on sheets provided?

Did members consider and use suggestions and ideas of others?

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

No

Comments:


Evaluating Students’ Work

It is important for the entire group process to be evaluated. Teacher masters that follow provide the students the opportunity to evaluate the process, their own role, and other group members’ roles. There are also masters for the teacher to use to evaluate the entire group and the individual members working through the group process.

Students should also have the opportunity to evaluate each other’s presentations. Using the Audience Comment Sheet on Student Master 36a, students can learn how to provide constructive comments to other students.

Creating comprehensive and appropriate scoring criteria to

Although there may be written and tangible components to a evaluate presentations can be challenging for several reasons.

be “collected” and assessed at a later time (unless videotaped), as presentation, the majority of the presentation is oral and cannot

with writing assignments. Similarly, because presentations are given only once, an evaluator must attend closely to many elements simultaneously, knowing he or she has only one opportunity to judge these elements in their appropriate context.

Since the presentation model is composed of two stages- preparing and delivering presentations-both sections should be scored. In what order and in what manner these two stages are scored is left to your judgment.

In terms of scoring, both holistic and analytic scoring criteria may be useful. Preparation, which involves defined steps and relatively quantifiable elements, seems to lend itself to analytic scoring through progress checks and teacherhtudent discussions. Delivery, due to its impressionistic nature, lends itself to holistic scoring.

With all of these variables in mind, sets of both holistic and analytic scoring criteria are provided in the following section. Presentations can be evaluated using the holistic scoring criteria, the analytic scoring criteria, or a combination of both types. Each type of scoring criteria, however, has its advantages and disadvantages.


The analytic scoring criteria essentially function as a checklist of elements to evaluate, making assessment straightforward and efficient. However, although it may be more straightforward to evaluate presentations in this fashion, just evaluating the elements may not give an accurate assessment of the entire presentation. Therefore, the analytic scoring criteria may not be as instructionally informative as the holistic scoring criteria.

Your instructional needs should determine which scoring criteria you choose to use. Whichever you choose-holistic, analytic, or a combination of both-the information you will gather using these criteria will better enable you to tailor your instruction to meet your students’ needs.

You may choose to evaluate individual presentation skills or specific content of presentations a t different points in the school year. Scoring criteria for specific content are not included in this model; however, Teacher Masters 7-16 should be instructive in helping you develop some.

It is important that you have a discussion with your students about whichever scoring criteria you plan to use to evaluate their presentations. It may be helpful to share the scoring criteria with parents so that everyone involved has a good sense of what work is required and how that work will be judged.

Because the language of the scoring criteria presented on Teacher Masters 7-16 may not be appropriate for your students, you may choose to present the scoring criteria in language more accessible to your students. I t may be helpful to conduct a class discussion in which the class drafts a more student-friendly version of the scoring criteria presented on these pages for students to refer to as they work through this model.

It may also be necessary to explain to students and parents some of the subtleties of these scoring criteria. For example, the Analytic Scoring Criteria for Preparing a Presentation takes into account both the quantity and the quality of a student’s work. Therefore, a student may have all four of the elements listed for a 4-point presentation and still not receive four points if, for example, the presentation has a weak beginning. Although the presentation has a beginning, its weakness reflects less-than- adequate organization of information which may bring the analytical score to only three points. Help students and parents understand that the quantity as well as the quality of the elements in these scoring criteria must be considered.

Also included is an oral presentation assessment sheet that both the student and the teacher can fill out. This provides an opportunity for the student to reflect on the mechanics of presenting before a group. The teacher can provide valuable information with this sheet that will help the student in any presentation setting.


Holistic Scoring Criteria for Effective Group Work

4 points The student demonstrates a clear understanding of the steps involved in working effectively with others. The student shows

members, and contributing in working toward a consensus. The signs of being an active listener, encouraging other group

student remains on task, participating actively within the group, while inviting others to actively participate as well. The student also shows consideration when disagreeing with others.

3 points The student demonstrates a good understanding of the steps involved in working effectively with others. The student usually

group members, and contributing in working toward a consensus. demonstrates signs of being an active listener, encouraging other

The student usually remains on task, participating actively within the group, while inviting others to actively participate as well. The student usually shows consideration when disagreeing with others.

2 points The student demonstrates some understanding of the steps involved in working effectively with others. The student demonstrates some signs of being an active listener, encouraging other group members, and contributing in working toward a consensus. The student remains on task some of the time, participating within the group. The student also shows some consideration when disagreeing with others.

1 point The student demonstrates little or no understanding of the steps involved in working effectively with others. The student demonstrates little or no signs of being an active listener, encouraging other group members, or contributing in working toward a consensus. The student seldom or rarely remains on task. The student shows little or no consideration when disagreeing with others.

0 points The student makes no effort to understand the steps involved in working effectively with others. The student does not contribute to the group.


I I Element 3

Consistently

being an active listener consistently shows signs

I members

remaining on task and consistently participating actively within remains on task the group and participates

showing consideration when consistently disagreeing with others shows

in group

consideration

contributing in working consistently toward consensus contributes

Score

2 Usually

usually shows signs

usually encouraging

usually remains on task and participates in group usually shows consideration

usually contributes

1 Seldom

seldom shows signs

seldom encouraging

seldom remains on task and participates in group seldom shows consideration

seldom contributes

0 Never

rarely or never shows signs

rarely or never encouraging

rarely or never remains on task or participates ir mOuD

rarely or never shows consideration

rarely or never contributes

inviting others to actively consistently usually invites seldom invites rarely or never participate invites invites

Add the rows together to get the total:

TOTAL =

Then divide by six to get the average score:

AVERAGE SCORE =

D 3 means the student demonstrates a clear understanding of the process for a group presentation.

.D 2 means the student demonstrates a good understanding of the process for a group presentation.

D 1 means the student demonstrates some understanding of the process for a group presentation.

D 0 means the student demonstrates little or no understanding of the process for a group presen'tation.


leacher a Group

Observation/Assessment Sheet for Presentation

Group Members:

(25 POINTS EACH)

-A. All group members demonstrate complete coverage and thorough knowledge of their topic. -

- B. All group members display energetic and enthusiastic participation.

- C. All group members demonstrate organization and cooperation.

- D. Group product is creative and original.

~ TOTAL SCORE

OBSERVATIONS/CO"ENTS

Group Presentation Teacher Master 10

Holistic Scoring Criteria for Preparing a Presentation

4 points The student follows and demonstrates a clear understanding of the steps involved in preparing a presentation. The student selects an appropriate topic that reflects consideration of audience, purpose, and theme; researches the topic by selecting materials from relevant sources; organizes the information with a beginning, a middle, and an end; uses simple transitions; rehearses, reviews, and finalizes the presentation.

3 points The student follows and demonstrates a good understanding of the steps involved in preparing a presentation. The student selects a topic that reflects some consideration of audience, purpose, and theme; researches the topic using several sources; organizes the information with a beginning, a middle, and an end; uses some transitions; rehearses, reviews, and finalizes the presentation.

2 points The student follows and demonstrates some understanding of the steps involved in preparing a presentation. The student selects a topic that reflects limited consideration of audience, purpose, and theme; researches the topic by using limited sources; organizes the information with little or no evidence of a beginning, a middle, or an end; uses few transitions; rehearses, reviews, and finalizes the presentation in only a limited fashion.

1 point The student follows or demonstrates little or no understanding of the steps involved in preparing a presentation. The student selects

purpose; does inadequate or no research on the topic; fails to organize information effectively; does not rehearse, review, and finalize the presentation.

0 points The student makes no effort to follow and demonstrate understanding of the steps involved in preparing a presentation.

' a topic that reflects little or no consideration of audience or

Group Presentation Teacher Master 11 I

Score

Element

selecting a topic with appropriate contents that reflects careful consideration of audience, purpose, and theme

topic by consulting researching the

a variety of relevant sources

3 2 1 Consistently Usually Seldom

appropriate for some audience, consideration of consideration of

limited

purpose, and audience, theme

audience, purpose, and purpose, and theme theme

I

selects from several relevant several sources resources

selects from uses limited

sources I organizing the information in a sequential pattern

transitions and using simple

has clear has a beginning, limited beginning, middle, and end organization middle, and end with transitions

rehearsing, reviewing, and often finalizing the presentation I demonstrated I demonstrated I demonstrated

sometimes seldom


TOTAL =

Then divide by four to get the average score:

AVERAGE SCORE =

3 means the student demonstrates a clear understanding of the process for preparing for a presentation.

D 2 means the student demonstrates a good understanding of the process for preparing for a presentation.

ib 1 means the student demonstrates some understanding of the process for preparing for a presentation.

D 0 means the student demonstrates little or no understanding of the process for preparing for a presentation.


Holistic Scoring Criteria for Delivering a Presentation

4 points The student’s presentation demonstrates all aspects of an effective presentation. The student engages the audience by using appropriate posture and projection; effectively organizes the information; describes ideas completely; consistently uses standard grammar, complete sentences, and appropriate vocabulary; and supports the presentation with relevant audio andor visual aids.

3 points The student’s presentation demonstrates most of the aspects of an effective presentation. The student attempts with some success to engage the audience by using appropriate posture and projection; organizes the information well; describes most ideas completely; generally uses standard grammar, complete sentences, and appropriate vocabulary; and supports the presentation with audio andor visual aids.

2 points The student’s presentation demonstrates some of the aspects of an effective presentation. The student makes some attempt to engage the audience by using appropriate posture and projection; organizes information with some effectiveness; describes some ideas completely; inconsistently uses standard grammar, complete sentences, and appropriate vocabulary; and employs limited audio andor visual aids.

1 point The student’s presentation demonstrates few or none of the aspects of an effective presentation. The student makes little or no attempt to engage the audience by using appropriate posture and projection; does not organize the information; describes few or no ideas completely; does not use standard grammar, complete sentences, and appropriate vocabulary consistently; and does not employ relevant audio andor visua1,aids.

0 points The student makes no attempt at a presentation.

~ ~~~

Group Presentation Name Teacher Master 13 w

I Score

I Element 3

Consistently

engaging audience by use often engaging of appropriate posture, expressive manner, and good voice quality

organizing information in has clear logical and fluent manner beginning, with clear beginning, middle, and end middle, and end with transitions

covering topics thoroughly appropriate and knowledgeably considering audience,

for audience,

purpose, and theme theme purpose, and

(including grammar, use of language complete sentences, and appropriate vocabulary) clearly and expressively

presenting material with competent use competent use of audio andlor visual aids and in

of aids

an interesting, creative way


TOTAL =

2 1 0 Usually Seldom Never

sometimes rarely engaging little or no engaging engagement

has a beginning, limited confusing middle, and end organization organization

some consider- limited consid- little or no ation of audience, eration of purpose, and

consideration of audience, pur- audience, purpose,

theme Dose. and theme and theme

selects from uses limited relevant sources sources

inadequate or little research I

some appropriate seldom little or no use of language appropriate use appropriate use

of language of language

some use of aids limited use little or no use of aids of aids

Then divide by six to get the average score:

AVERAGE SCORE =

D 3 means the student demonstrates a clear understanding of the process for delivering a presentation.

D 2 means the student demonstrates a good understanding of the 'process for delivering a presentation.

D 1 means the student demonstrates some understanding of the process for delivering a presentation.

D 0 means the student demonstrates little or no understanding of the process for delivering a presentation.

Copy@, 0 I w 8 by Washington Swv Office of Suprinvndenl of Public Inslruction - ComrniGon on Srvdenl Learning All righu m m d . Grovp Rwnwtion Teacher Ihrcctionr. 8198

Group Presentation Teacher Master 14a

Group Presentation Name Teacher Master 14b

Delivery Skills Rubric [continued]


TOTAL =

Then divide by nine to get the average score:

AVERAGE SCORE =

D 3 means the student consistently demonstrates evidence of delivery skills.

D 2 means the student usually demonstrates evidence of delivery skills.

D 1 means the student seldom demonstrates evidence of delivery skills.

D 0 means the student does not demonstrates evidence of delivery skills.

Group Presentation I Name Teacher Master 15

Oral Presentation Assessment

Student

Topic Audio andor Visual Aids

Manner: enthusiastic - tense - other - poised - stiff - pleasant - fidgety -

Voice: acceptable pace - too soft - choppy/interrupted - expressive - too fast -

Articulation: clear pronunciation - tends to mumble -

Language: standard English - slang - precise, clear - vague, unclear - appropriate for audience - redundancy

Quality of Responses: relevant - lacking understanding of subject - knowledgeable -

Overall Effectiveness: good content - clear organization - shows preparation - covers topic - good use of notes - shows originality - good audio-visual aids -

Comments:

Assessment: Excellent - Very good - Good -Average - Fair - Poor -

Introduction:

Conclusion:

This sheet is to be turned in when you do your presentation. DO NOT LOSE IT! I

Group Presentation Teacher Master 16

Element I Consistently

uses appropriate voice, body language, and posture

uses appropriate word choice, vocabulary, and

during presentations sentence structure

politely and answers questions

knowledgeably

uses appropriate mode of presentation I develops a position, researches it, and presents it clearly

presents using appropriate sequence and a basic three-part format (introduction, body, and closing)

supports ideas of the presentation with proper research and iustified conclusions

goes above and beyond what was required during presentation (creativity, effort, etc.)

uses aids effectively (i.e., note cards) I selects, develops, and uses a variety of apmopriate visual aids

1 Usually * I Seldom

Use with Group Presentation leacher Masters 1 7 a and 17b. “Peer- and Self-Evaluation: Group Presentations”

One of the most difficult things for the teacher about group assignments is evaluating them fairly. You can have conferences and keep anecdotal records based on your classroom observations during the preparation process done in your room, and you can assess the final product.

But how do you really know how much each member of the group has actually contributed? The group members themselves can shed some light on whether or not every member has “carried his or her weight” in preparing the final product.

In order for students to understand and appreciate the dynamics of group work and to develop their skills in working collaboratively, have them brainstorm as a class what qualities and behaviors constitute an ideal group member and a “worst nightmare” group member. Have them shar+ without identifying specific individuals-past experiences they have had working on group projects. Try to elicit from them a rubric you can use for their group presentations.

The rubric offered here was elicited from an 8th grade class which had been divided into groups based upon their choices of different books to read. Each group had specific criteria as to how they were to “teach” their book to the rest of the class. The teacher then averaged the numbers for a score. Not all students were totally honest, but the majority were! The attached rubric is offered only as a suggestion for teacher evaluation and student reflection.


Peer- and Self-Evaluation: Group Presentations

Read each number category below very carefully. Assign a number to yourself and to each group member with whom you worked; choose the number which best describes each person according to what he or she did on this project. The number you assign to each person should NOT reflect any personality clashes, likes, or dislikes; this is not a popularity contest. The number you assign to each person should HONESTLY reflect the obvious effort he or she put forth on

your group next to “COMMENTS.” No one will see this page except your this project. Please write what each person did or did not do while working in

teacher.

Rubric:

4 = SUPER! Read and understood required reading very well. Knew facts and details. Helped inspire and motivate peers; enthusiastic and conscientious.

class. Made useful suggestions and did work consistently well and accurately. Contributed significantly to every group meeting, both during and outside of

Responsible and reliable. Did what he or she promised to do. Worked above and beyond the call of duty! Terrific to work with him or her.

3 = VERY GOOD! Knew reading very well. Contributed creative and useful ideas to every group meeting-in class and out. Positive attitude and worked well with peers. Fulfilled all responsibilities. A pleasure to work with him or her.

2 = GOOD. Did most or some of the reading, but did not know it very well. Contributed some ideas to the group effort but was more of a follower than a leader. Content to do what he or she was told to do. Did not contribute substantially to the ideas, materials, and content of the presentation.

1 = WEAK. Did little of the reading andlor did not know it well. Had few or no ideas to contribute to the group presentation. Needed to be “pushed” by others in group. Satisfied with putting forth minimal effort. Not reliable or responsible in contributing to group’s presentation.

0 = LACKING. Poor or negative attitude toward assignment. Did not keep up with the reading. Did not know facts and details. Was unable or unwilling to contribute in any real way to the group presentation. Not reliable, responsible, or productive.

Group Presentation Teacher Master 17 b

NAME (YOURSELF) #:- COMMENTS:

NAME #:- COMMENTS:

NAME #:- COMMENTS:

NAME #:- COMMENTS:

Group Presentation Checklists

The following sheets are designed to aid the teacher in assessing the students’ progress through all stages of the group presentation process. Having these pages readily available to students will also help them gauge their own progress.


3 = Consistently demonstrates concepUskiU 2 = Usually demonstrates concepUskiU 1 = Seldom demonstrates concepUskiU 0 = No demonstration of concepUskil1

Group Presentation ' Name Teacher Master 18b

3 =Consistently demonstrates concepUskill 2 2 =Usually demonstrates concepUskil1 € 1 = Seldom demonstrates concepUskill e 0 =No demonstration of concept/skill L

5

I a

Group Presentation Name Teacher Master 18c

3 = Consistently demonstrates concept/skiU 2 = Usually demonstrates conceptkill 1 = Seldom demonstrates concepthkill 0 = No demonstration of concepUskill

I

Group Presentation Name Teacher Master 18d

3 = Consistently demonstrates concepVskill 2 =Usually demonstrates concepffskill 1 = Seldom demonstrates concepthkill 0 = No demonstration of concepthkill E

+

* I

Group Presentation Name Teacher Master 18e

3 =Consistently demonstrates concepffskill 2 = Usually demonstrates coneepffskill 1 = Seldom demonstrates concepffskill 0 = No demonstration of concepffskill

Group Presentation Name Teacher Master 18f

3 = Consistently demonstrates concept/skiU 2 = Usually demonstrates concepVskil1 1 = Seldom demonstrates concepUskiU 0 = No demonstration of concept/skiU

I


Appendix A

I

This appendix provides a suggestion for students who may want guidance in outlining and organizing information. The outline is designed to be altered to meet the needs of students. I t can also be altered according to the amount of information the students choose to include in their presentations.

Outline for Persuasive Speeches

Issue:

I believe

Reason #1:

Evidence: Include title, author, date, etc.

Evidence:

Reason #2:

Evidence:

Evidence:

Group Presentation Teacher Master I

Reason #3:

Evidence:

Evidence:

Other people believe

Reason #1:

Reason #2:

Reason #3:

Summary: Based on the information I have presented,

I recommend that you form the following opinion:

Appendix B

I Below are suggestions for a variety of cross-curricular presentation modes particularly geared toward group presentations. They are offered as ideas and suggestions that you are free to adapt in order to accommodate your students’ needs. These modes include examples of presentations the purpose of which are to inform, to explain, to persuade, and to entertain.

In many cases, these purposes overlap. For example, a group that uses a talk show format to “interview” an inventor, an artist, or other historical or literary figure, is informative as well as entertaining!

Cross-Curricular Presentation Modes

1. Debate. Debate a school, social, current events, or historical issue, or events in a literary work.

2. Trial. Create and enact a trial for current, historical, or literary figures.

3. Simulation. Role play by taking on the persona of historical or literary figures and enact related events.

4. Dramatic Enactment of Literature. Live, on videotape, or as a puppet show, perform scenes from a literary work.

5. Panel Discussion. Present a panel discussion identifying the benefits of particular careers, the pros and cons of a specific scientific hypothesis, or the pros and cons of being required to learn standard English.

6. Talk Show. Use the format of a talk show to explore particulars of any academic subject.

7. Interview. Interview real people, literary characters or authors, or historical figures in any field.

8. Survey or Poll. Conduct a survey and report on your findings. For example, language varieties in your community or state or student opinions on issues at school or in the news. A survey of the number of hours students.watch TV could be tied to research findings on the effects of TV viewing on students.

9. News Conference or Broadcast. This performance could be in the context of a literary work, a current or historical event, a scientific or mathematical discovery or hypothesis, etc.

10. Media Presentation. Research the historical development and use of a variety of mathematical or scientific tools used in various cultures and present your findings.

11. Classroom Town Meeting. Research laws that pertain to issues of interest to students, such as curfews, dress codes, and school religious and political clubs. Use the town meeting format to cite historical precedents, current laws, and student views on the issue.

12. Performance. Present and explain-in art, music, writing, or

ethnic or cultural group. a combination-a performance of a celebration from a different

13. Demonstration. Present a report that uses collected data to prove or disprove a particular mathematical or scientific hypothesis. Include an appropriate demonstration and conclusion.

14. Commercial. Create a TV commercial to advertise a chosen or newly-created product, a work of literature, a scientific theory, etc.

15. Project. Present “projects” in ANY curricular area or make a “project” be the organization of an event (e.g., School Renaissance Fair or neighborhood improvement day).

Group Presentation

Appendix C

Appendix C includes some suggestions for promoting cooperative group work. Although much planning and follow- up may be done when planning group presentations, there will still be times when the process does not run as smoothly as you would like i t to. The suggestions and activities described in Appendix C may provide you with additional ideas for planning or activities.

Setting the Stage for Group Work

they are aware of the teacher's expectations. One way students can Students will more likely behave in the appropriate way when

learn about expectations is through discussion.

Set up class expectations (rules) and post them, such as:

Be willing to give help. Be willing to ask for help. Do your fair share. Respond to quiet signal immediately. Treat others with respect.

It may be helpful if the students provide the expectations and the teacher records their suggestions. Groups may also be encouraged to create group expectations (rules). The rules may need changes throughout the group work process, especially if a problem needs to be addressed or resolved.

leaching a Collaborative Skill We often assume students have appropriate social skills to work collaboratively when, in fact, people of all ages could benefit from further instruction and practice (see page 15). Teaching one skill at

work. The steps on the following page provide one way to practice a time is an investment that pays off with more effective group

a collaborative skill.

I Group Presentation Teacher Master I

1. Give the class a rationale for using the skill, such as, “I noticed yesterday that . . . was an issue that came up.”

2. Define the collaborative skill by generating lists with the class of what people say and do as they use the skill. Keep the lists posted until mastered.

3. Follow with an academic or fun cooperative activky so students can practice using the skill. Groups and/or the teacher can observe and record usage. Expect some artificial usage a t first, until i t becomes natural.

4. Debrief the students on their collaborative skills.

5. Revisit the lists as needed on successive days. Notice and report on usage of the skill.

Trouble-Shooting Tips It is imperative that the teacher promotes the collaborative elements (on page 15) during group work. If groups are not productive, the reason may be due to their lack of understanding of the collaborative elements.

Here are some trouble-shooting tips for teacher assistance to groups:

1. Give immediate, public, and positive recognition to a group or individual on the positive track (take cue from off-track behavior).

2. Help the group having difficulties attempt resolution, “What can you do?”

3. At the session’s end, channel the debriefing to the off-track behavior.

4. Teach (or reteach) the problem area before the next session (see “Teaching a Collaborative Skill” on page 113 and above).

5. Include more team building activities to get to know each other and have a history of success, such as interviewing each other, bringing an object to share, or creating a group magazine collage.

6. Remember that an individual may need to work alone a t times.

i'media.bethelsd.org/website/resources/static/assessment... · 2002. 2. 28. · sm20a-20c...

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