Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
83 - Presentations by learners
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Presentations by learners can be a very effective form of assessment for a variety of reasons. First of all, the format and requirements are usually easily understood by learners, so less tutor input is required to explain what learners need to do. Secondly, presentations are often straightforward to assess, either by peer, tutor, self, external lecturers or any combination of those groups. Finally, presentations may not require a lot of additional technology or equipment so can be set up and delivered with little fuss or minimal administrative work.
So, pragmatically, presentations can be easy to arrange and use. More importantly, pedagogically they can be very effective in assessing whether a range of learning outcomes have been met, including content knowledge and transferable skills. Presentations can be used flexibly, set as the final product of a task (group or individual) or at an interim point (for example, reporting on progress so far before a final report, portfolio, etc.)
When asking learners to present the results of their work you should:
• Allow sufficient time: factor in time taken to set up their presentation (even if this is to tack up a sheet of flip-chart paper or put a memory stick into a computer). Also allow some time for questions – from you and/or their peers in the audience.
• If the idea of using a presentation has been introduced within your session, give the learners the time to elect a spokesperson or to plan what they are going to say. Also provide enough warning about deadlines – give your learners both a ten- and a five-minute warning. There will be some groups in any session that have not written anything until prompted.
• Give clear instructions on what you expect from the presentation – how detailed it should be, what format, etc.
• Always respond to the presentations and give praise when it is due. Try to have a question ready to ask of each presentation.
• If the presentation is the result of several weeks’ work and not simply at the end of a single workshop, then offer some input on good presentation skills.
• Be aware of the learners’ nerves and take this into account when providing feedback.
✓Best for
• group work
• staff development.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 215 - 216Publisher: FacetPrint publication year: 2011