تهدف هذه الدورة الى توفير بيئة مناسبة لتعلم مهارات التواصل بين الاستاذ والطلاب من خلال شرح المفاهيم المهمة في طرق التواصل وتعلم المهارات التي تساعد في ذلك مما يساهم الى رفع المستوى العلمي لطلابنا من جانب وتحسين الاداء للاساتذة من خلال اكتساب مهارات التواصل بشكل علمي وصحيح من جانب اخر.
وتساهم ايضا بمساعدة الاساتذة بتوصيل المعلومات الى الطلاب بشكل سهل ومرن وجلب انتباه الطالب طيلة فترة المحاضرة وبالتالي ربط المعرفة والمهارات المكتسبة لخدمة العملية التعلمية.
وتستهدف الدورة كل التدرسيين وطلاب الدراسات العليا في جامعتنا.
تهدف هذه الدورة الى توفير بيئة مناسبة لتعلم مهارات التواصل بين الاستاذ والطلاب من خلال شرح المفاهيم المهمة في طرق التواصل وتعلم المهارات التي تساعد في ذلك مما يساهم الى رفع المستوى العلمي لطلابنا من جانب وتحسين الاداء للاساتذة من خلال اكتساب مهارات التواصل بشكل علمي وصحيح من جانب اخر.
وتساهم ايضا بمساعدة الاساتذة بتوصيل المعلومات الى الطلاب بشكل سهل ومرن وجلب انتباه الطالب طيلة فترة المحاضرة وبالتالي ربط المعرفة والمهارات المكتسبة لخدمة العملية التعلمية.
وتستهدف الدورة كل التدرسيين وطلاب الدراسات العليا في جامعتنا.
content:
defining the purpose of the presentation
analysis of audience and locale
organizing content
preparing the outline of the presentation
use of audio and visual aids
mode of delivery
importance of non-verbal communication
In this lesson, you will find advice on what you can do to develop your writing through focusing on the needs of your readers and thinking about how your writing; both as a whole piece and in its individual sections will communicate your original contribution to knowledge.
content:
defining the purpose of the presentation
analysis of audience and locale
organizing content
preparing the outline of the presentation
use of audio and visual aids
mode of delivery
importance of non-verbal communication
In this lesson, you will find advice on what you can do to develop your writing through focusing on the needs of your readers and thinking about how your writing; both as a whole piece and in its individual sections will communicate your original contribution to knowledge.
When you talk to a group or to a larger audience, it is important to understand and practice effective presentation skills. Developing the right presentation skills will make you stand out and be taken notice of. It is important to understand the different elements that go into creating an effective presentation that will impress your audience.
Definition: A presentation is the process of presenting a topic to an audience. It is typically a
demonstration, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, or to
build good will or to present a new idea or product.
Planning Your Presentation
Preparing a presentation can be an overwhelming experience if you allow it to be one. The
strategies and steps below are provided to help you break down what you might view as a large
job into smaller, more manageable tasks.
Step 1: Analyze your audience
The first step in preparing a presentation is to learn more about the audience to whom you'll be
speaking. It's a good idea to obtain some information on the backgrounds, values, and interests of
your audience so that you understand what the audience members might expect from your
presentation.
Step 2: Select a topic
Next, if possible select a topic that is of interest to the audience and to you. It will be much easier
to deliver a presentation that the audience finds relevant, and more enjoyable to research a topic
that is of interest to you.
Chapter12PresentationsGoals· Understand audience and forma.docxchristinemaritza
Chapter12
Presentations
Goals
· Understand audience and formality
· Plan for audience, topic, graphic aids, location, time, and stage fright
· Determine how to organize and compose presentations
· Prepare outline, notes, and appearance
· Rehearse for a presentation
· Present with confidence
· Organize a group presentation
Terms
· adrenaline, p. 287
· anecdote, p. 288
· auditory, p. 294
· direct approach, p. 287
· external audiences, p. 281
· feedback, p. 294
· formal presentations, p. 281
· indirect approach, p. 288
· informal presentations, p. 281
· internal audiences, p. 281
· rhetorical question, p. 288
WRITE TO LEARN
Recall speakers whose performances you have enjoyed. For instance, you may have had an instructor who held your attention from the moment you entered the classroom. Perhaps you appreciated a speaker at a club meeting or special event. What made these speakers effective communicators? List the qualities and actions that helped these speakers to be effective. For instance, consider these questions: What did the speaker do to get your attention at the beginning? What did the speaker provide as visual support so you could better understand the message?
Focus on Presentations
Read the sample presentation slide on the next page and answer these questions:
· Who is the intended audience?
· What does the title contribute to the slide?
· Why is the information in the notes not covered in the slide?
· Does the slide need animation? Why or why not?
What If?
· The writer had intended to deliver the presentation only online?
· Readers were unfamiliar with America’s economic situation?
· All audience members were experts in accounting?
Sample Presentation Graphics
From The American Recovery and Reinvestment Act: Saving and Creating Jobs and Reforming Education, United States. Dept. of Education. Web. 3 Apr. 2009.
[email protected]
Elizabeth K. Tripodi is an attorney in Washington, D.C. She represents primarily shareholders of publicly traded companies in lawsuits against the company when there has been fraud.
Courtesy of Elizabeth Tripodi
For Elizabeth, a successful presentation is multifaceted: “A good presentation immediately provides an overview of where the presentation is going. It involves some sort of visual aid as well so that a listener is engaged both aurally and visually. Finally, I think anecdotes always make a presentation more interesting.”
When preparing a presentation, Elizabeth meticulously researches and outlines her material. “Research is such a key element, especially when preparing for a hearing before a judge. You need to be prepared to address any and all of the judge’s concerns. After researching, I outline my presentation. Following an outline ensures that I’m clear, concise, and that my audience can follow my reasoning.”
“After outlining, it’s practice, practice, practice,” says Elizabeth. “I like to start rehearsing in a room by myself, getting comfortable with the material and my arguments. It also helps me ...
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. Scoring Rubric for Oral Presentations: Example #1
Category Scoring Criteria
Total
Points Score
Organization
(15 points)
The type of presentation is appropriate for the topic and
audience.
5
Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of references. 5
Content
(45 points)
Introduction is attention-getting, lays out the problem well, and
establishes a framework for the rest of the presentation.
5
Technical terms are well-defined in language appropriate for
the target audience.
5
Presentation contains accurate information. 10
Material included is relevant to the overall message/purpose. 10
Appropriate amount of material is prepared, and points made
reflect well their relative importance.
10
There is an obvious conclusion summarizing the presentation. 5
Presentation
(40 points)
Speaker maintains good eye contact with the audience and is
appropriately animated (e.g., gestures, moving around, etc.).
5
Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and not
distracting.
5
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
3. Scoring Rubric for Oral Presentations: Example #2
Content and Scientific Merit (60 points)
Introduction:
○ Defines background and importance of research.
○ States objective, and is able to identify relevant questions.
Body:
○ Presenter has a scientifically valid argument.
○ Addresses audience at an appropriate level (rigorous, but generally understandable to a scientifically-
minded group).
○ Offers evidence of proof/disproof.
○ Describes methodology.
○ The talk is logical.
Conclusion:
○ Summarizes major points of talk.
○ Summarizes potential weaknesses (if any) in findings.
○ Provides you with a “take-home” message.
Speaking Style/Delivery (20 points)
○ Speaks clearly and at an understandable pace.
○ Maintains eye contact with audience.
○ Well rehearsed (either extemporaneous or scripted presentation).
○ Limited use of filler words (“umm,” “like,” etc.).
○ Speaker uses body language appropriately.
○ Speaker is within time limits.
○ Speaker is able to answer questions professionally.
○ Speaker is dressed appropriately.
Audio/Visual (20 points)
○ Graphs/figures are clear and understandable.
○ The text is readable and clear.
○ Audio/Visual components support the main points of the talk.
○ Appropriate referencing of data that is/was not generated by presenter
General Comments
4. Scoring Rubric for Oral Presentations: Example #3
PRESENCE 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise
-physical organization
LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily
ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting
MASTERY OF THE SUBJECT 5 4 3 2 1 0
-pertinence
-depth of commentary
-spoken, not read
-able to answer questions
VISUAL AIDS 5 4 3 2 1 0
-transparencies, slides
-handouts
-audio, video, etc.
OVERALL IMPRESSION 5 4 3 2 1 0
-very interesting / very boring
-pleasant / unpleasant to listen to
-very good / poor communication
TOTAL SCORE _______ / 30
5. Scoring Rubric for Oral Presentations: Example #4
Poor Excellent
PRESENTATION SKILLS 1 2 3 4 5
Were the main ideas presented in an orderly and clear manner?.................................., , , , ,
Did the presentation fill the time allotted? ..................................................................., , , , ,
Were the overheads/handouts appropriate and helpful to the audience? ....................., , , , ,
Did the talk maintain the interest of the audience? ......................................................, , , , ,
Was there a theme or take-home message to the presentation? ..................................., , , , ,
Was the presenter responsive to audience questions? .................................................., , , , ,
KNOWLEDGE BASE
Was proper background information on the topic given? ............................................, , , , ,
Was the material selected for presentation appropriate to the topic? .........................., , , , ,
Was enough essential information given to allow the audience to effectively ............, , , , ,
evaluate the topic?
Was irrelevant or filler information excluded? ............................................................, , , , ,
Did the presenter have a clear understanding of the material presented? ...................., , , , ,
CRITICL THINKING
Were the main issues in this area clearly identified? ..................................................., , , , ,
Were both theoretical positions and empirical evidence presented? ..........................., , , , ,
Were the strengths and weaknesses of these theories, and the methods used to ........., , , , ,
gather this evidence adequately explained?
Did the presenter make recommendations for further work in this area? ...................., , , , ,
Did the main conclusions of the presentation follow from the material presented? ...., , , , ,
Were competing explanations or theories considered and dealt with properly? ........., , , , ,
OVERALL IMPRESSION ........................................................................................................ _______ / 15
COMMENTS
TOTAL SCORE _______ / 100
6. Scoring Rubric for Oral Presentations: Example #4
Poor Excellent
PRESENTATION SKILLS 1 2 3 4 5
Were the main ideas presented in an orderly and clear manner?.................................., , , , ,
Did the presentation fill the time allotted? ..................................................................., , , , ,
Were the overheads/handouts appropriate and helpful to the audience? ....................., , , , ,
Did the talk maintain the interest of the audience? ......................................................, , , , ,
Was there a theme or take-home message to the presentation? ..................................., , , , ,
Was the presenter responsive to audience questions? .................................................., , , , ,
KNOWLEDGE BASE
Was proper background information on the topic given? ............................................, , , , ,
Was the material selected for presentation appropriate to the topic? .........................., , , , ,
Was enough essential information given to allow the audience to effectively ............, , , , ,
evaluate the topic?
Was irrelevant or filler information excluded? ............................................................, , , , ,
Did the presenter have a clear understanding of the material presented? ...................., , , , ,
CRITICL THINKING
Were the main issues in this area clearly identified? ..................................................., , , , ,
Were both theoretical positions and empirical evidence presented? ..........................., , , , ,
Were the strengths and weaknesses of these theories, and the methods used to ........., , , , ,
gather this evidence adequately explained?
Did the presenter make recommendations for further work in this area? ...................., , , , ,
Did the main conclusions of the presentation follow from the material presented? ...., , , , ,
Were competing explanations or theories considered and dealt with properly? ........., , , , ,
OVERALL IMPRESSION ........................................................................................................ _______ / 15
COMMENTS
TOTAL SCORE _______ / 100
