PRESENTATIONS by dfhdhdhdhjr

VIEWS: 22 PAGES: 18

									           PRESENTATIONS
             – the ‘whys’
 Student Learning
 Life/Transferable Skills
 Teaching and Learning Styles
 Demonstrating skills, knowledge and
  understanding
             Academic Rigor

 Defining the task
 Clarity of objectives
 Student support and guidance
 Assessment criteria
 Marking procedures
 Review and feedback
          PRESENTATIONS
            – the ‘hows’
 Systems and purpose
 Planning ahead
 Support and guidance
 Formal Assessment
 Joint marking
 External examiners
 Student feedback
           PRESENTATIONS
             – the ‘whys’
 Student Learning
 Life/Transferable Skills
 Teaching and Learning Styles
 Demonstrating skills, knowledge and
  understanding
                Student Learning

 Preparation - research skills, ICT capability,
  selection of materials and evidence, building a
  credible case, time management and planning,
  audience engagement
 Delivery - presentation of self, pace, structure and
  organisation, supporting materials
 Feedback and Evaluation – self assessment,
  question and answer, peer feedback, tutor
  assessment and feedback
         Life/transferable Skills

 Self-presentation, reflection and evaluation
 Organisation and time management
 Handling ICT and other media
 Communication skills
 Audience engagement
 Managing feedback
    Teaching and Learning Styles

 Understanding and using a range of T/L
  styles
 Building on strengths – developing areas of
  weakness
 Confidence and competence
       Demonstrating skills,
    knowledge and understanding
 Presentations as an assessment vehicle – part
  of a package
 Formative assessment
 Providing students with opportunities
 Differentiation – meeting student needs
             Academic Rigor

 Defining the task
 Clarity of objectives
 Student support and guidance
 Assessment criteria
 Marking procedures
 Review and feedback
          PRESENTATIONS
            – the ‘hows’
 Systems and purpose
 Planning ahead
 Support and guidance
 Formal Assessment
 Joint marking
 External examiners
 Student feedback
            Systems and purpose

 Decide on the purposes which the introduction of
  presentations will serve
 Work ‘smart’ - make sure this isn’t an ‘add on
  extra’
 Work out what format can feasibly be managed by
  the dept, including its support systems
 Ensure that all those involved in the management,
  teaching and assessment are appraised of the
  purposes and systems to be used
                 Planning ahead

 Decide when and for whom presentations will be
  used – pilot is useful
 Ensure that teaching staff are involved in the
  planning processes and understand the reasons for
  its introduction
 Work out the logistics –including ICT support
 Ensure that sufficient time is allowed for the whole
  process – including review and evaluation
            Support and guidance

 Students and staff need clear, supportive materials
 Time in teaching sessions needs to be devoted to
  preparing for presentations
 Be prepared for nerves and lack of confidence
 Revisit purpose, format and criteria several times
 Remember the whole process, as well as the final
  presentation, is important
           Formal Assessment

 Consider the implications of including
  presentation in formal assessment
 Ensure that sufficient and appropriate
  preparation has been done to ensure formal
  assessment runs smoothly
 Consider ‘weighting’ in the course
  assessment portfolio
                  Joint marking

 Plan this well in advance – and meet to discuss
  before hand
 Plan time for grading discussion and agreement
 Provide criteria and marking schedule well in
  advance
 Provide ‘training’ – video footage, peer observation
  can be useful sites
            External examiners

 Ensure that purpose and systems are crystal
  clear
 Provide all supportive materials with the
  assessed work
 Use video as a means of evidence
 Analyse external examiner feedback
  carefully
             Student feedback

 Gather student feedback on all aspects of the
  processes
 Ensure that students are appraised of the
  purpose of video in relation to self-
  assessment
 Build time in for peer feedback on
  performance
               Getting started

 Clarity of purpose –why do it?
 Pin pointing drawbacks – and how to address
  them
 Identifying like minds
 Getting support – don’t reinvent the wheel!
 Try it out – small group pilot, dept. seminars
 Rework, redraft, refine

								
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