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  • Professional presentations require students to adjust their use of spoken, written, and visual language, and students may or may not be aware that different vocabulary, conventions and styles are necessary for a good formal presentation because they see the audience as their peers. Introduction to Engineering Design is the first class in the Project Lead the Way sequence. Although all of the classes include professional/formal presentations, we do not spend time teaching or learning about strategies for creating good formal presentations or the audience for these presentations. The people in the room are their peers, but the target audience is design professionals. Creating video instruction about this topic allows students the time in class to work on the project with instructor support and feedback and provides direct instruction on a topic they are unfamiliar with. I can also use the videos with the Principles of Engineering and Digital Electronics students who have had IED in the past.
  • Effective Presentation Skills by Steve MandelWhile somewhat cheesy with its goofy graphics and informal written style, this book has very direct, step-by-step instructions on improving presentation skills. Instead of using this e-book directly, I reformatted select pieces of information to make it more useful. The key pieces of information were conveyed through video, pictures and short pieces of text and students will have access to the self-evaluation questions through the Blackboard survey tool.Peer and Teacher Assessments of Oral Presentation Skills: how reliable are they? by Magin & HelmoreThis article provides some great ideas for improving the assessment of presentations. Some studies show that peer assessments are legitimate sources of feedback although we should be reluctant to use them as summative assessments. Teaching and learning design presentations in engineering - contradictions between academic and workplace activity systems by DannelsThis article directly relates to what I’m trying to accomplish and the obstacles I have. The National Board of Engineering Education and the Accreditation Board for Engineering and Technology explicitly support and emphasis on communication skills in engineering. The article focuses on a university level senior engineering practicum class in which students work on a year-long design project for a professional engineering company. At the end of the year, they are supposed to present/communicate their results to their professors and business partners.In essence, oral presentations that are intended to simulate workplace contexts invoke at least two possibly competing activity systems – the classroom and the workplace. Within the separate activity systems of school and work, these oral presentations are tailored to respond to different social situations, and therefore the same presentation could function as a completely different genre in both contexts (p. 141).This directly relates to standard four. Students must learn to communicate in different ways for different purposes, but there is a contradiction between what academics want and what professional want, and this article explains that very well. It doesn’t, however, really present any solutions. There are delivery and structural issues that I can address, but “the data from this study seem to illustrate that neither [students nor faculty] had the tools for critically analyzing, reflecting on, and evaluating these contradictory contexts and expectations” (p. 164). Eeeek!
  • Statistics trackingCompare results to use of moduleData is not correctSeveral students completed the self evaluation including the two students who scored the highest.
  • Lisa did not separate the presentation data from the portfolio data in the past. We only have data to compare from my class last year.In both our opinions, the presentations were better this year.Module can be used in other PLTW classes and we can refer back to it for the next presentations.More formal use and/or making it a requirement may also help improve students skills, but we have a lot of material to cover in a short amount of time.

Transcript

  • 1. PRESENTATIONS By Jennie Kies AN INQUIRY STUDY November 2011Methods and Materials in Literacy Education
  • 2. OVERVIEWNCTE/IRA StandardRationale and Inquiry QuestionTimelineProcess  Research Module Creation Share with StudentsReflection and Results
  • 3. NCTE/IRA STANDARDStudents adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. by √oхέƒx™ by sheilaellen
  • 4. RATIONALE AND INQUIRY QUESTION Introduction to Engineering Design is the first class in the Project Lead the Way (PLTW) sequence All PLTW classes include professional presentations Professional presentations require students to adjust their use of spoken, written, and visual language If successful, use the videos in Principles of Engineering and Digital Electronics Will direct instruction about formal presentation skills and audience consideration have an impact on the quality of puzzle cube presentations?
  • 5. TIMELINESept. 6 - 23 Research best practices in teaching presentation skills Research best practices in teaching presentation skillsSept. 23 – Oct. 7 Continue research and videosorganizing information Create storyboards for beginOct. 7 - 25 Create videos Create module content Convince Lisa Digman and Martin Labs to use videos in their Convince Lisa Digman and Martin Labs to use videos in their IED classes? IED classes?Oct. 25 – Nov. 14 Students are working on their puzzle cube project.Oct. 25 – Nov. 14 Students are working on their puzzle cube project. Assign videos as homework (track access through blackboard) Assign module as homework and discuss in class.Nov. 15 - 18 Students present their puzzle cube design process in a formalNov. 15 - 18 Students present their puzzle cube design process in a formal presentation to the class presentation to the classNov. 19 – Dec. 1 Compare results with past presentations and summarizeNov. 19 – Dec. 1 Compare results with past presentations and summarize findings. Create presentation for class. findings. Create presentation for class.Long term Will I see a difference in these students when they presentLong term Will I see a difference in these students when they present their work in subsequent classes? their work in subsequent classes?
  • 6. PROCESS: RESEARCH"high school" AND speaking"high school" AND “presentation skills”"high school" AND teaching speechTeaching speech in the secondary schoolKF Robinson - 1954 - Longmans, GreenTeaching speech in secondary schoolsL Raubicheck - 1936 - Prentice-HallEgad! 1954 and 1936?? "high school" AND teaching "effective speaking skills" "high school" AND teaching "effective presentation skills" It’s interesting the number of articles I’m finding for ESL learners
  • 7. PROCESS: RESEARCHeffective presentation skillsdesign process presentationsengineering design presentations Ef fective Presentation Skills by Steve Mandel Peer and Teacher Assessments of Oral Presentation Skills: how reliable are they? by Magin & Helmore Teaching and learning design presentations in engineering - contradictions between academic and workplace activity systems by Dannels
  • 8. PROCESS: MODULE CREATION I created a new module in the Puzzle Cube folder
  • 9. PROCESS: MODULE CREATION
  • 10. PROCESS: SHARE WITH STUDENTSShow students module  Read the introduction  Discuss how they can use the resources  Click through different sectionsAdd to announcementsPractice day
  • 11. REFLECTION AND RESULTS
  • 12. REFLECTION AND RESULTS 1st hour 2nd hour 5th hour 6th hour 7th hour Mean 2011 78% 83% 82% 79% 81% Mean 2010 No data 79% No data No data No data “Presentations were better than last year” ~ Lisa Digman Module can be used in other PLT W classes More direct instruction – time limitations
  • 13. THANK YOUAny Questions?See Inquiry Group D Discussion Board for list ofresources and link to presentation