How to Make Effective Presentations
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- Date Submitted: 03/26/2011 08:50 AM
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Micro-teach reflective essay
This essay contains critical evaluation of the micro-teach session titled „How to make effective presentations”. It was a wide and challenging topic area for a fifteen minute lecture. However, clearly presented aims and objectives of the session ensure tasks are set up to accommodate diversity and learners are going to practice on different levels of the cognitive learning domain defined by educational expert Dr Benjamin S. Bloom in his taxonomy (1964).
The lecture introduced basic design principles (Petty 2004, p.380) and analysed characteristics of two presentation software, namely PowerPoint (PPT) and PREZI, using case studies.
In order to meet the objectives, to support the needs of different learners and to teach on different levels of the cognitive domain diverse teaching methods were implemented. Besides teacher’s talk and presentation, learners were involved in explaining individual PPT slides. Open-ended and closed questioning was present at all time to engage learners and reiterate the objectives. //Could describe importance of open questioning.// Identification of basic characteristics of PPT and PREZI and comparison of strengths and weaknesses was included to develop higher level cognitive skills. Group discussion was stimulated and supported by open questions in order to enable learners to analyse and decompose case studies which assisted them to decide how to choose the right tool. An individual practical exercise of filling in and presenting their name cards targeted kinaesthetic learners (Petty 2004, p.353) by offering a variety of drawing tools.
The results of the diagnostic assessment were used to establish the needs of the group and to support differentiation. The learners are identified //?// computer literate as all of them have passed the initial assessment of this course and the fact that they will be required to regularly deliver presentations has also been considered when choosing the subject and...
This essay contains critical evaluation of the micro-teach session titled „How to make effective presentations”. It was a wide and challenging topic area for a fifteen minute lecture. However, clearly presented aims and objectives of the session ensure tasks are set up to accommodate diversity and learners are going to practice on different levels of the cognitive learning domain defined by educational expert Dr Benjamin S. Bloom in his taxonomy (1964).
The lecture introduced basic design principles (Petty 2004, p.380) and analysed characteristics of two presentation software, namely PowerPoint (PPT) and PREZI, using case studies.
In order to meet the objectives, to support the needs of different learners and to teach on different levels of the cognitive domain diverse teaching methods were implemented. Besides teacher’s talk and presentation, learners were involved in explaining individual PPT slides. Open-ended and closed questioning was present at all time to engage learners and reiterate the objectives. //Could describe importance of open questioning.// Identification of basic characteristics of PPT and PREZI and comparison of strengths and weaknesses was included to develop higher level cognitive skills. Group discussion was stimulated and supported by open questions in order to enable learners to analyse and decompose case studies which assisted them to decide how to choose the right tool. An individual practical exercise of filling in and presenting their name cards targeted kinaesthetic learners (Petty 2004, p.353) by offering a variety of drawing tools.
The results of the diagnostic assessment were used to establish the needs of the group and to support differentiation. The learners are identified //?// computer literate as all of them have passed the initial assessment of this course and the fact that they will be required to regularly deliver presentations has also been considered when choosing the subject and...