Interesting approach to Q&A! I actually include the questions they ask of other
presentations within their overall presentation grade. I weight it at 25% of the
overall grade. I've developed criteria for this, and basically the higher graded
questions demonstrate that a) they have actually paid attention to the presentation,
and b) they've linked the presentation to some other bit of lecture content or
research. I've never had the feeling that it's particularly forcing anyone to speak;
if anything it just seems to help break down the initial reluctance to speak up, and
they tend to make very smart questions. In many cases it actually bumps up their grade!
Agreed on closing laptops too - in presentations and generally. In the past I've
cited studies that correlate laptop use and test scores (Google Scholar will show you
a range of these if of interest).
Dave
__________________
Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
Senior Lecturer, Dept Language & Communication Studies, University of Jyväskylä,
Finland | www.jyu.fi
Communications Secretary, BAAL Language Policy group | www.langpol.ac.uk
[log in to unmask] | http://jyu.academia.edu/DaveSayers
On 06/12/2019 17:30, Curry, MJ wrote:
> This is a nice approach--I've sometimes had students fill out a presentation response form that asks them to note 3 key points and come up with one question so that the presenter isn't faced with a wall of silence afterwards or only hears questions from me. I also ask students to close their laptops during presentations (. My classes are small and with a lot of group work so students tend to know each other but these approaches seem to help them focus a bit more.
>
>
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> On 12/5/19, 7:04 PM, "Teaching Linguistics on behalf of TEACHLING automatic digest system" <[log in to unmask] on behalf of [log in to unmask]> wrote:
>
> There is 1 message totaling 153 lines in this issue.
>
> Topics of the day:
>
> 1. group introduction before presentations
>
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> Date: Thu, 5 Dec 2019 12:48:06 +0200
> From: Dave Sayers <[log in to unmask]>
> Subject: group introduction before presentations
>
> Hi TeachLingers,
>
> I'm sure many of you already do something like this, but I thought I'd share for
> those who - like me until today! - hadn't considered it...
>
> Today one of my classes had individual student presentations (assessed). I was
> thinking about students' perennial anxiety towards presentations, and how to mitigate
> that. I've also long heard students describe the way they think every other student
> is much more confident and generally better than them.
>
> So today, instead of just launching into the first presentation, I began by sharing
> some words of empathy, about how daunting presentations can be - not least the way
> your fellow classmates, previously your equals, suddenly transform into a looming sea
> of eyes staring at you. I then asked them all to write down three words to describe
> their own feelings about the presentations, and then one sentence of encouragement
> for the other presenters. I wanted to keep it brief but also give a meaningful space
> to share these thoughts.
>
> I think it worked really nicely. They all engaged with it very earnestly; and they
> had genuinely thoughtful and constructive words of encouragement for each other. It
> was lovely to witness! I think it really did something to ease the inevitable tension
> in the room.
>
> It depends on what and how you've been teaching of course. Other classes I teach are
> much more thoroughly discussion-based, and so an exercise like I just described could
> feel a bit artificial. But this particular class was purposefully focused throughout
> on lecturing from the front (walk, talk and chalk!) so there was minimal scope for
> discussion in each class.
>
> Well, hopefully this is useful to others. And I'd love to hear other TeachLingers'
> approaches to this sort of thing.
>
> Dave
>
> __________________
> Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
> Senior Lecturer, Dept Language & Communication Studies, University of Jyväskylä, Finland | https://urldefense.proofpoint.com/v2/url?u=http-3A__www.jyu.fi&d=DwIFaQ&c=kbmfwr1Yojg42sGEpaQh5ofMHBeTl9EI2eaqQZhHbOU&r=_rMj7-Pgoc9IWqUnTVAZ6aLZ1r8V9PaRLjSW-DQVx4E&m=pbr13xTFsl9gPdsr3VUkoXIU3S_duZCcZuJsgq5L68M&s=fRsHVeo4QDls09eWk7IHgrgNBqDsy9iqP3Rl7EEZW0E&e=
> Communications Secretary, BAAL Language Policy group | https://urldefense.proofpoint.com/v2/url?u=http-3A__www.langpol.ac.uk&d=DwIFaQ&c=kbmfwr1Yojg42sGEpaQh5ofMHBeTl9EI2eaqQZhHbOU&r=_rMj7-Pgoc9IWqUnTVAZ6aLZ1r8V9PaRLjSW-DQVx4E&m=pbr13xTFsl9gPdsr3VUkoXIU3S_duZCcZuJsgq5L68M&s=aU5Cb-n6O64x7LqQO8hoQO_YG53HKJIxZjvDuDoWoas&e=
> [log in to unmask] | https://urldefense.proofpoint.com/v2/url?u=http-3A__jyu.academia.edu_DaveSayers&d=DwIFaQ&c=kbmfwr1Yojg42sGEpaQh5ofMHBeTl9EI2eaqQZhHbOU&r=_rMj7-Pgoc9IWqUnTVAZ6aLZ1r8V9PaRLjSW-DQVx4E&m=pbr13xTFsl9gPdsr3VUkoXIU3S_duZCcZuJsgq5L68M&s=JKUDMDtGeKRH_E2--EePJ6qvKI8M5xLL0iF0fslcYtc&e=
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