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Ähnlich wie Presentation Project Reboot – From “Blah” to “Aha!” - Condensed Version
Ähnlich wie Presentation Project Reboot – From “Blah” to “Aha!” - Condensed Version (20)
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Presentation Project Reboot – From “Blah” to “Aha!” - Condensed Version
- 1. Presentation Project Reboot From “Blah” to “Aha!”
- 3. Paradigmatic Student Presentations Students are asked to present alone or in groups on a topic. Typically the audience is not engaged because: The presentations are boring Visual support (i.e. slides) are poorly executed Student are unengaging, too quiet, or have unpolished speech Presenters rely on the use of the presentation slides as a teleprompter or information dump. The assignment design itself results in a presentation that is mostly a relaying of regurgitated or slightly digested information and does not require high levels of critical thinking to complete.
- 4. So, what DO we want out of student presentations?
- 6. Presentation visuals Avoiding presentation as teleprompter Presenter demeanor Presentation Project Design “Aha!” “Blah”
- 7. Ideal features of a Presentation Challenging to complete Of value to the presenters Of value to the audience Firmly grounded in the content and goals of the course
- 8. Bloom’s Revised Taxonomy of Thinking Skills Academically Adrift Arum & Roksa “Why We Must Change: The Research Evidence” (Gardiner, 1998)
- 10. The Original Project Course: World Religions Goal: Expose students to additional world religions What are the central beliefs and practices of the selected religion? Where is the religion practiced? What are its origins and its history? Remembering/Understanding Remembering/Understanding
- 12. Audience Questions: Fact-related Inquiries
- 14. Why is it dissatisfying? What are the goals? What are the long-term take aways? How can the project promote higher order thinking? How can the project promote the other goals of the course?
- 17. The Project Rebooted Advaita Vedanta Buddhism Who is the Dalai Lama? What role has Buddhism play in his life? His choices? His interactions? How do you think the Dalai Lama’s life, choices, and interactions would be different had he converted to Advaita Vedanta Hinduism? Remembering/Understanding Analysis/Evaluation Creation
- 19. Audience Questions: Fact-related, Argument/ Thesis-related
- 20. Rebooted Project Original Project Challenge Of value to the presenters Of value to the audience Groundedin course content and goals
- 21. Applying A reboot to other content areas
- 22. Guidelines for Using Strategy in Other Content Areas Requiring higher order thinking to complete Ideally requiring CREATION - Un-Googleable Closely tied to course content and goals
- 23. Reboot Prompt Strategies - CREATE Decision Tasks: A community is planning a coop garden for a neighborhood. They have decided on three layouts for the garden. Which of these layouts would be best for the community? What if/Counterfactuals: What if Antigone found herself in Hamlet’s situation where he believes that his stepfather has killed his father, how would she respond? How would her response be similar and different from Hamlet’s and why?
- 24. Resources: http://tinyurl.com/notnotaphilosopher Jason Thibodeau Assistant Professor of Philosophy Clarkston Campus Jason.Thibodeau@gpc.edu x3785 Heidi Beezley Instructional Technologist Alpharetta Center Heidi.Beezley@gpc.edu x6219
- 25. Reboot Prompt Strategies - CREATE LANGUAGE ARTS: What if Antigone found herself in Hamlet’s situation where he believes that his stepfather has killed his father, how would she respond? How would her response be similar and different from Hamlet’s and why? MATHEMATICS: “A community is planning a coop garden for a neighborhood. They have decided on three layouts for the garden. Which of these layouts would be best for the community?” HISTORY/ECONOMICS: “If the Republicans gain control of the Oval Office and both houses of Congress, how will the government approach to the recession likely be changed?” LANGUAGE ARTS “Students often have a hard time learning understanding the structure of texts. Design a job aid for helping students to understand the structure for one of the types of texts listed.” MATH “Develop an analogy for understanding the difference between squares, rhombuses, parallelograms, and rectangles.” FOREIGN LANGUAGE: “Below is a display of pictures of things that Arturo saw while he walked from his home to a cafe. The pictures are displayed in the order in which he saw them. Develop a narrative in Spanish that makes sense of what sorts of places and people he met along the way.”
- 26. Dalai Lama Picture: http://www.flickr.com/photos/eltonmelo/141937704/ Desmond Tutu: http://www.flickr.com/photos/wa-j/2407292423/sizes/m/in/photostream/ Che Guevara: http://www.flickr.com/photos/nopiedra/1529370944/sizes/m/in/photostream/ Gandhi: http://www.google.com/imgres?q=gandhi&um=1&hl=en&sa=X&rlz=1C1CHKZ_enUS430US430&biw=1536&bih=764&tbs=iur:f&tbm=isch&tbnid=5Xv1c521qfwlQM:&imgrefurl=http://www.artelista.com/en/artwork/5209787868767875-mahatmagandhi.html&docid=Ny1CXfwY7BtkcM&w=253&h=319&ei=n0WTTsS0BMaitgejwfGEDA&zoom=1&iact=rc&dur=219&page=1&tbnh=164&tbnw=138&start=0&ndsp=21&ved=1t:429,r:11,s:0&tx=88&ty=50 Mother Teresa: http://www.flickr.com/photos/jimforest/5237789180/sizes/m/in/photostream/
Hinweis der Redaktion
- Student presentation projects, using PowerPoint, Keynote, and other presentation tools, are often constructed so that they are little more than high tech research papers. That is, the process of successfully completing the project requires students to find information in articles, books, and websites and report that information to the class using multi-media tools. Although the content presented is important for students to learn and understand, these projects often do little to develop deep understanding and critical thinking and are not generally engaging and interesting. Furthermore, the presentation given during class is often dry and uninspired and does not engage the audience in deep thought about the topic.
- Many presentation projects present regurgitated or slightly digested information in a high tech fashion. There is very little of the students’ thinking or creativity on display in the presentation.
- Presentations should be difficult to complete and require students to grapple with content at a higher levelBecause we want to teach students to think not just to knowBecause there are intangible lessons that come from using information for a purpose that cannot be taught through memorization and understanding alone.Because more sophisticated use of information is more likely to “stick” in our cognitive schema Because more sophisticated use of information is more likely to challenge current schema and result in reorganizationBecause higher order use is more inherently engaging and inspiringPresentations should be of value to the presentersShould help presenters learn the contentShould develop collaborative, deliberative, and informational skillsShould develop oral and visual communication skillsShould develop skill with using presentation tools (such as PowerPoint, Keynote, Video, GoAnimate, etc.) Presentations should be of value to the audienceThere should be a value-added for the students who are the audience of the presentation. There is no question that the process of creating a presentation is of educational and real-world value to those who develop and present, but the audience should not be subjected to hearing mundane and uninspired presentations. It is a waste of their time.The viewing of the presentation should further the achievement of educational outcomes of the course for audience membersEnhance critical thinking about course contentEnhance the achievement of specific academic outcomesPresentations should be firmly grounded in the content and goals of the courseThe presentation should result in knowledge, skill, attitudes, understanding, etc. that is directly related to the course goalsThe mental effort and time investment on the part of students should be maximally spent on efforts related to these core goals
- Analysis: This presentation project was OK but definitely not great. It was effective in introducing new content and information. It also enhanced students’ skill with using technology tools for presentations. Furthermore, it was effective in enhancing group collaboration and communications skills, but not deliberation skills. Another deficiency was that neither the presenters nor the audience grappled with the content at a high level.
- We tried to determine how this information was of significant real-world use and reconstruct the project so that students were using the information at a higher level and perhaps developing some deeper understandings related to World Religions that are more difficult to teach.Questions asked during the collaboration:What is dissatisfying about the project?Why did you have this as a project to begin with? What were you hoping students would gain from it? What was the goal?How will information about religion be of general usefulness to students after they leave your class?What would you hope are the long-term takeaways from this course? From this project? From the first day of class until the last day of class, how would you like for students’ knowledge, skill, attitudes, etc. to be transformed?How can this project be reconstructed so as to require higher order thinking and more closely achieve your course goals?Outcome of discussion: The new project should be designed... so that it encouraged higher order thinking about the content. Students should not just be reporting on information. so that it required the group to deliberate and grapple with the information. so that it advances additional central course goals beyond knowledge of the content itself such as understanding similarities and differences between religions, generating tolerance and understanding of other religions than one’s own, recognizing the impact of religion on the life of individuals.so that it results in a value-added experience for the audience in addition to the presenters
- Analysis: This presentation project was far and away better than first version. It was effective in all of the ways that the first presentation excelled, but had considerably more extensive success. The presentation project introduced new content and information,enhanced students’ skill with using technology tools for presentations, and was effective in enhancing group collaboration and communications skills just as the first version of the project did. In addition, it enhanced the deliberative skills of students as they sparred and discussed in order to develop their thesis. Also, the audience was more able to engage at a higher level of thinking throughout the course of the presentation by reflecting on the strength of the thesis the students presented.
- What is dissatisfying about the project?Why did you have this as a project to begin with? What were you hoping students would gain from it? What was the goal?How will information about the topic addressed by the project be of general usefulness to students after they leave your class?What would you hope are the long-term takeaways from this course? From this project? From the first day of class until the last day of class, how would you like for students’ knowledge, skill, attitudes, etc. to be transformed?The Reboot - How can this project be reconstructed so as to require higher order thinking and more closely achieve your course goals?Pay attention to whether a response to the prompt is readily available on the Internet or from past students. If students are repeating an answer from several else, even if it is a sophisticated response, they are not grappling with the content at a higher level.The prompt/task should be open-ended no clear, discoverable right answerIt should be an engaging and interesting, real-world or fantastical prompt that requires students to make a decision, assert a prediction, or offer a supposition. Responding to the prompt should result in a thesis that is unique to the students in the group and un-google-ableProvide two sample project prompts and ask which need rebooted and why.