Comments on: Student Presentations: Do They Benefit Those Who Listen? http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/ Faculty Focus publishes articles on effective teaching strategies for the college classroom, both face-to-face and online. Sign-up for our free newsletter. Fri, 24 May 2013 20:10:38 +0000 hourly 1 http://wordpress.org/?v=3.4 By: Roxanne http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/#comment-9373 Roxanne Wed, 27 Feb 2013 16:02:51 +0000 http://www.facultyfocus.com/?p=38590#comment-9373 I generally ask for questions at comments from classmates at the end of a presentation, generally covering the first three questions identified by Ben. Since the students are assigned a mark based on their participation in the class discussion following a presentation, this is a motivator for them to listen and ask questions or make comments. I am not surprised that students don't want to be graded based on peer evaluations, since there is often a fear that their classmates may not be the best arbitrators. I generally ask for questions at comments from classmates at the end of a presentation, generally covering the first three questions identified by Ben. Since the students are assigned a mark based on their participation in the class discussion following a presentation, this is a motivator for them to listen and ask questions or make comments.

I am not surprised that students don’t want to be graded based on peer evaluations, since there is often a fear that their classmates may not be the best arbitrators.

]]> By: The presenter evaluates the critique??? | Faculty Development http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/#comment-9288 The presenter evaluates the critique??? | Faculty Development Fri, 22 Feb 2013 16:08:30 +0000 http://www.facultyfocus.com/?p=38590#comment-9288 [...] Student Presentations: Do They Benefit Those Who Listen? | Faculty Focus. Share this:TwitterFacebookLike this:Like [...] [...] Student Presentations: Do They Benefit Those Who Listen? | Faculty Focus. Share this:TwitterFacebookLike this:Like [...]

]]> By: Student Presentations: Do They Benefit Those Who Listen? | Faculty Focus | Learning Curve http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/#comment-9274 Student Presentations: Do They Benefit Those Who Listen? | Faculty Focus | Learning Curve Fri, 22 Feb 2013 01:14:54 +0000 http://www.facultyfocus.com/?p=38590#comment-9274 [...] http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-tho... Share this:TwitterFacebookLike this:Like Loading... Comments RSS feed [...] [...] http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-tho… Share this:TwitterFacebookLike this:Like Loading… Comments RSS feed [...]

]]> By: Ben http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/#comment-9271 Ben Thu, 21 Feb 2013 15:09:14 +0000 http://www.facultyfocus.com/?p=38590#comment-9271 There are many real time tools available for classroom engagement and feedback. For example, we have students create feedback "quizzes" based on their presentations using Socrative (socrative.com). As a result we find higher student involvement and opportunities for constructive criticism. The ladder of feedback is a great format to for the Socrative activities. Question 1: Clarify Ask clarifying questions to be sure you understand the idea or matter on the table. Avoid clarifying questions that are thinly disguised criticism. Question 2: Value Express what you like about the idea or matter at hand in specific terms. Do not offer perfunctory “good, but,” and hurry on to the negatives. Question 3: State concerns State your puzzles and concerns. Avoid absolutes: “What’s wrong is . . .” Use qualified terms: “I wonder if . . .” “It seems to me . . .” Avoid criticizing personal character or ability and focus on ideas, products, or particular aspects. Question 4: Suggest Make suggestions about how to improve things. This step is sometimes blended with step 3: people state concerns and then offer suggestions for addressing them. There is no set time limit for this process: It can be done in a few minutes or over the course of an hour. There are many real time tools available for classroom engagement and feedback.

For example, we have students create feedback "quizzes" based on their presentations using Socrative (socrative.com). As a result we find higher student involvement and opportunities for constructive criticism.

The ladder of feedback is a great format to for the Socrative activities.

Question 1: Clarify
Ask clarifying questions to be sure you understand the idea or matter on the table. Avoid clarifying questions that are thinly disguised criticism.

Question 2: Value
Express what you like about the idea or matter at hand in specific terms. Do not offer perfunctory “good, but,” and hurry on to the negatives.

Question 3: State concerns
State your puzzles and concerns. Avoid absolutes: “What’s wrong is . . .” Use qualified terms: “I wonder if . . .” “It seems to me . . .” Avoid criticizing personal character or ability and focus on ideas, products, or particular aspects.

Question 4: Suggest
Make suggestions about how to improve things. This step is sometimes blended with step 3: people state concerns and then offer suggestions for addressing them. There is no set time limit for this process: It can be done in a few minutes or over the course of an hour.

]]> By: Rae Caloura http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/#comment-9268 Rae Caloura Thu, 21 Feb 2013 12:42:25 +0000 http://www.facultyfocus.com/?p=38590#comment-9268 It would be helpful to see the feedback rubric. It would be helpful to see the feedback rubric.

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