Feedback & Presentation Mgmt

1. Notes on guest presentations
• You must be present to receive credit
• Your camera needs to be on
• You need to engage with the speaker
• I will be keeping track of engagement

3. Why is feedback important
in college?

4. Why do instructors give feedback?
• To help you improve on future assignments
• To clarify expectations on assignments
• To help students master the material and build a firm
understanding of a topic

5. What makes good feedback?
• It is educational
• It can be used as a reference for future work
• It is constructive
• It is clear and provides a clear path for making improvements

6. How does receiving
feedback make you feel?

7. Things to keep in mind when you
receive feedback
• It isn't personal
• It can be hard to hear feedback, but it isn't a reflection of
your personal worth
• It doesn't mean that you are "bad" at a course/skill
• This provides an opportunity to improve your skills!

8. What do we do with the feedback
we're given?
• Tackle any easy problems first:
• Spelling, grammar, syntax, math errors, incorrect
definitions, etc.
• When it comes to clarity: Try reading your work out loud to
hear what it sounds like to others.
• Return to you notes/sources to find details to include
• Look for additional help from friends, tutors, or other
instructors
• After making changes, check back in to get more feedback

9. How do you ask for feedback?
• Some instructors don't provide feedback for all assignments; so
how do you ask for that feedback?
• First, double check that feedback isn't "hidden" on BbLearn
• Sometimes you have to click through several pages to see the
feedback
• Send an email or drop by office hours to connect with the professor
• Be specific with your request:
• Be clear about what assignment you'd like feedback on
• Don’t wait till the end of the semester

10. How do you ask for feedback?
• Need feedback on more than just your past assignments?
• Check out the Writing Center to get feedback on your writing
• Meet with a tutor to get feedback on assignments before you turn
them in
• Connect with Career Services to get feedback on materials for jobs
• Seeking out feedback is a great skill to learn in college! It will come
up all through life.

11. How do you provide feedback?
• Some classes require you to give feedback for your peers on
assignments
• Ensure that your feedback is constructive
• Provide clear tips on how your peers can improve their work
• Be mindful of your language: think of how you'd like to hear
feedback
• Concentrate on things that can be fixed:
• Grammar, syntax, word choice, math errors etc.
• Lack of evidence, confusing language, unclear work/methods

12. Example language:
• There is some confusion about what you saying. Consider changing
your wording to make your argument clearer.
• It looks like there are some spelling and grammar errors. I've
highlighted/circled them.
• Great work! I enjoyed how detailed your story was.
• Overall the paper was well written. Adding a bit more detail to your
methods section could really take it to the next level. Can you
explain the process you used in more detail?

13. Participation Assignment:
• Identify three things that could be improved with this writing.
• Provide constructive feedback for the author.

14. So why is developing this skill useful?
• We give and receive feedback every day. Learning how to use the
feedback were given, and give good feedback to others, will help us
in many aspects of life.
• Let's check this video out to hear
more: https://www.youtube.com/watch?v=wtl5UrrgU8c

15. Presentation Management

17. What makes a good presentation?

18. WHAT NOT TO DO

20. What are
Chemtrails?
• Geo-engineered aerosols released by planes.
• They contain toxic chemicals like: barium, strontium
90, aluminum, cadmium, zinc, viruses and “chaff.”
– Chaff looks like snow but it’s actually Mylar fibers coated
with aluminum, desiccated blood cells, plastic, and paper.
• Chemtrails have nothing to do with the jet
engine combustion process.
• They are laid out in a grid like pattern and take
hours to dissipate.

21. CHEMTRAI
LS ARE
NOT
CONTRAIL
S
• Normal contrails are composed of fragile ice crystals formed by aircraft flying at altitudes
of 31,000 feet or greater.
• Chemtrails are left by planes flying lower than 30,000 feet.
• Contrails CANNOT form at low altitudes. So these must me Chemtrails.
• Aircraft producing contrails are constrained by FAA regulations to operate only over
designated air routes; therefore, the contrails will be found consistently within local flight
corridors.
• Aircraft that generate Chemtrails are apparently not constrained to operate within FAA
designated air corridors; nor are they required to adhere to established commercial flight
rules and FAA regulations.
• So, Chemtrail patterns will be observed lying both within and well outside of the normal
air corridors used by the commercial airlines. WHY ISTHE PUBLIC ALLOWINGTHISTO
HAPPEN?WHY DOWE NOT CAR@ETHAT WE AREW POISONED DAILY?
• One scientist noted that in one remote location, the levels of barium in the atmosphere
were unusually high relative to the levels of barium in the soil. No claims were made that
the reason for those elevated levels had to be a large scale chemical operation, but since
that scientist was not convinced of a clear reason for the barium to be higher in the
atmosphere there, they left the possibility open.
• covert geoengineering
• aerosol attacks
• “Worryingly, geoengineering may emerge as this administration’s preferred approach to
global warming,” Silvia Riberio, with technology watchdog ETC Group, told the
Guardian in March. “In their view, building a big beautiful wall of sulphate in the sky could
be a perfect excuse to allow uncontrolled fossil fuel extraction.”

22. Why
Chemtrails?
• Short answer:Total control of the population.
• Just like the government’s use of fluoride and
aspartame, their ultimate goal is the subjugation of
citizens
• Long term effects include:
– Slower motor functions
– Increased apathy
– Lower IQs
– skin aging
– Crohn’s and Addison's diseases
– Sterility (for population control)

23. Chemtrails
and the
Illuminati
• Deniers argue that chemtrails can’t
distinguish between the general public and
the elite
• WRONG!
• The Illuminati obviously provides protection to their
members and the elite that are willing to pay.
• They use colloidal gold, vibration and sonic machines, and human sacrifice to counteract the effects of the toxins
present in the chemtrails.

24. How to
Protect
Yourself
• Stay indoors
• Cilantro helps your body excrete metals
• Fulvic Acid
– one of the richest sources of electrolytes known, which
helps to maintain electrochemical balance, pH balance and
maintain electrical conductivity within the body.
• Nascent Iodine
– This then helps to normalize the production of the T3 and
T4 hormones and helps to balance metabolism.
Additionally, nascent iodine dramatically helps with the
detoxification processes.
• Zeolite
– The molecules in zeolites contain a magnetic
energy that attracts and holds several types of toxins at a
molecular level, drawing them into its crystalline structure.
For this reason, it is commonly used for environmental
remediation following nuclear disasters.

25. What was wrong with that presentation?
How can we improve it?
• Was the presentation clear, with an introduction, a few main points, and a conclusion?
• Did the supporting ideas connect to the main points?
• Did my presentation style allow you to focus on the material?
• Were the slides easy to read?
• How was my grammar and spelling on the slides?
• Were my sources strong?

26. Present with Confidence
Tips for preparing a presentation
• Keep your presentation clean and legible
• Check for grammatical errors
• Provide the essential information
• Avoid distractions
• Be wary of premade slide backgrounds

27. Present with Confidence
Tips for preparing a presentation
• Providing a strong presentation takes practice
• Know your presentation – know your information
• Understand the requirements of the presentation
• Time
• Format
• Goal of the presentation
• Be knowledgeable in the technologies you use
• Create safeguards

28. What are the hardest parts of
giving a presentation?

29. Present with Confidence
Tips for giving a presentation
• Come prepared – whatever that looks like for you
• Examples: notecards, outline, printed out slides
• Take on the role of orator
• Speak clearly
• Face your audience
• Make eye contact
• Dress appropriately
NO SLIDE KARAOKE!!

30. Present with Confidence
Tips for giving a presentation
• Be prepared to answer questions
• Actively listen
• Use the question to frame your response
• Treat every question with respect
• Thank the audience for their time

32. Present with Confidence
Tips for giving a fair style presentation
• You will have a varied audience
• In knowledge and attention
• Be prepared to repeat yourself
• See any materials you bring as conversation starters
• Bring plenty
• Be prepared with answers for common questions
• Focus on creating a dialogue

33. • Include easy to
follow graphs
• Use clear and easy
to read fonts
• Don't forget
citations!

34. Let’s end with an example
Presentation Prompt
For the final presentation, select a college success strategy
featured in your action plan. In your presentation address the
following:
• How is this strategy useful?
• How have you changed or improved this strategy?
• How would talk about this strategy with others?

35. CRITICAL READING
FOR SCIENTIFIC
ARTICLES

36. Muddling Through Dense
Scientific Language
How do you make sense of academic text?
• Scientific articles can be challenging to understanding
• Is there a systematic way to read these papers that makes
them easier to digest?
• Yes! It’s all about critical reading
• In order to better understand the article you’re reading, you
need to read with purpose.

37. Change Up the Order of Reading
You don’t have to read from beginning to end to understand an article
• The most important information of a scientific article is
located at the beginning and end
• We can get lost in the details when we try to read straight
through an article
• Understanding the big picture first can help us understand the
details later
• Don’t be afraid to read out of order

38. The Order of Operations
How to read a scientific article
1. Abstract and introduction
 Get the big picture!
2. Conclusion
 What did the researcher find?
3. Background section
 What previous information went into the study?
4. Analysis
5. Methods
 How did they do it all?

39. Why is This a Better Way to Read?
• This method contextualizes the experiments that you are
trying to understand
• Understanding the end point of an experiment can help you
understand the steps that researches took to get there
• Reading this way initially can make a second read through
easier
• Once you understand the big picture, the details start to
make more sense

40. Let’s Try It Out
For the provided paper, please find the following:
• The main goal of the experiment
• The major results
• The structure of the model

41. QUESTIONS?

42. Feedback for this
• Did the author cover all of the objectives for the prompt?
• Was the presentaiton professional?
• What could have been better?

43. Note on guest presentations
• You must be present to receive credit
• Your camera needs to be on
• You need to engage with the speaker
• I will be keeping track of engagement