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Professors – Using Student-Oriented Learning Methods – Strategic Use of Student Presentations


Students learn and keep learning more effective (like many other methods) when they present their work to others. Essentially, all of us (irrespective of the time of the day) remember the details of a school performance. Regardless of the discipline field, your students are likely to benefit from the presentation of presentations – that is, if they are following the good practices in any case.

First of all, bear in mind that the adult fear of the public is a public speech, so students, regardless of whether they are 18 years old or 68 years of graduate students, will probably need a fairly high level of conviction. One of the most important forms of reassuring support (but many teachers ignore it) provide students with a good overview of the task. If the students do not have the "big picture" they need, then they probably will not produce fairly disaggregated presentations – which will contribute to the next opportunity to feel the lack of conformity – so the students should be given written and well ahead – the goals and goals of the presentation detailed scoring box.

A very large course, or when building a teamwork is a particularly desirable goal, you may consider that a student can present a group setting, such as a forum or panel discussion. Presenting a small group is less frightening than introducing a large group , especially if a selected class of the class cooperates with different attitudes

If your introduction to the course and / or the students is a cause for serious concern, individual coaching or model presentation skills are provided, showing students how to catch the attention of the audience, use the visual aids, a powerful conclusion, etc., etc. A student with a certified certificate in the class of another professor also has effective demonstration skills. Videos (whether online or on-line) about how to make a great show is another option. The ultimate but much less desirable solution is to complete the presentation, focusing on the key techniques that students need to look for. Some students are likely to have difficulty separating such a presentation from regular lectures or demonstrations, while others may consider such a presentation as a * model and are so difficult to repeat that they seem unnatural. Note: This, of course, assumes you are a model artist.

Viewers and loudspeakers can only receive full featured presentations if the feedback is abundant, objective, and consistent. We suggest that viewers can contribute to evaluating their peers. One of the commonly used methods is that viewers index cards that are asked to be "three or three"; ie they must describe three strong points and three proposed improvements for each presentation. They will be presented at the end of the presentation and will be attached to the tutor's completed assessment form.

The student who is presenting the presentation is not the only one to learn. Therefore, it is worth measuring students' learning. This helps students perform the importance of their efforts – not just for them, but also for their classmates. Sometimes it is worth basing at least part of the tutorial class on how much other students have learned. Remember what it will be measurable and students appreciate these measurements (ie grades).

We pay particular praise to student presentations and make constructive criticism. This way of feedback is part of creating a support environment. Keep in mind that such an environment increases the retention of students by the material they have already presented and what they have heard in the presence of students. It also contributes to improving student efficiency and self-esteem.

Finally, let's just remember that almost every good idea can be overjoyed. Unless yours speaks publicly, resist the ever-increasing tendency, especially in postgraduate courses, for students to learn most of the curriculum through various presentations. Consumer-oriented students are likely to perceive such an agreement as refusing access to the expertise of a professor with substantial financial resources

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