First Year Seminar
Fall 2007 Syllabus
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The FYS Group Presentation
I.
What it Is: Again, you and your partners are going to get to a chance to help review the material from the primary text and a chance to build on what the text offers. For this presentation, your group will be given two class hours: roughly, two and a half hours in which to present.
To prepare, make sure to read the chapter and plan on doing some additional research to help with the presentation.
When reading,
you should note what strikes you about the chapter, the key ideas, the key components of the chapter. Of course, you don't have to discuss use everything
that is included. You and your partners will have to decide on what to
use and why.
Just be prepared to review, to add depth, and prepared to get others to think about what is being said and covered in the text for two days of class.
NOTE: This assignment is a GROUP grade, meaning each will get the same grade: unless, of course, it is QUITE CLEAR that someone is letting others do all of the work. For instance, if it is quite clear that someone did not prepare for this assignment, that someone did not really add to the overall presentation, that someone did not really put in the same effort as another, then I reserve the right to alter/change grades, and/or assess this assignment based on individual merit.
In other words, if it is abundantly obvious that someone didn't do the work, I will assign separate grades for this assignment.
(Also: there are NO MAKE-UPS FOR THESE PRESENTATIONS. You must be here. If not, you lose the grade.)
II. The Product: Again, you and your group is responsible for planning a presentation that covers two consecutive class periods. You will NOT have class time to do this, so plan on working outside of class on this assignment.
For this assignment, you will be given a chapter from Keys to Effective Learning: Developing Powerful Habits of Mind.
After reading, thinking, and discussing the chapter, the group should consider the following for this assignment:
Use overheads, handouts, posters, outlines, and/or presentation software such as 'PowerPoint' to help cover the material. You will be required to do more than simply read out of the book. Look and act like responsible presenters.
Your primary responsibility is to review your assigned chapter. You will not have time to cover every point in the chapter, so be selective. Find the things that stand out; find things to cover that you feel are important for others in the classroom to review. Again, be selective.
Do not be superficial. This is not about re-stating the obvious. Have a reason for doing what you do and for what you say. Think: Who is my audience, and why is what I am talking about important to the audience?
Plan on having extra material to hand to your audience i.e. handouts and/or a packet of research materials/additional resources. You should take time to really think about what the chapter is offering. Then, you must take time to find ways to embellish the material - search online, read books, use personal experiences, etc., to add depth and a touch of the 'real beyond the classroom walls'.
Again, you and your group MUST do extra research for this assignment. Again, focus on key ideas, and plan/research accordingly.
You must look for ways/opportunities to get students to think critically about what you are saying. Don't plan to simply 'talk at them'. Use questions, reading assignments, small group activities, etc., to get people actively thinking about the content.
Creativity, planning, and an obvious attempt to 'go beyond simply what is required' will all be judged in the end. In short, you will receive a grade reflective of the work you put into the assignment.
III. How You Will be Assessed: For
this assignment, you will generally be assessed on the following: how well you and your partner(s) review the material in course text; use of presentation strategies; creativity, planning, and ability of the group to create a critical forum for discussion of the issues raised by the text.
"Group
Presentation" Rubric.
When evaluating the 'teach', the
following criteria will be considered. Holistically speaking, an "outstanding, excellent, exceptional" grade of an "A" will be given for work that generally captures/reflects the following criteria:
The group presenting the material
obviously meets and exceeds all of the assignment’s criteria.
Clearly, the group is prepared
to teach the assigned chapter -- the group effectively deals with the
material in a rich, thorough manner.
The group clearly has a plan;
its presentation reflects careful thought and planning; the presentation is highly detailed; the 'teach' has clear goals/objectives, there are outside
readings, clear directions, additional resources, etc.; ultimately,
the presentation/teach is is professionally crafted, and reflects a
great deal of thought for the assignment.
The group's approach to the
lesson is highly creative and thoughtful; the teaching strategies,
approaches, etc., help to make the material understandable; the content “comes to life,” and group effectively connects the lesson(s)/chapter
to the students in the room.
During the time spent presenting, the group succeeds at eliciting higher thinking – it does not settle for “rote memory,” simple lecture or “student
regurgitation.”
The presenters make good use
of outside resources; outside handouts/literature/reading is plausible,
makes senses, and fits with the overall investigation/discussion/analysis
of the assigned topic/chapter.
Overall, the group effectively
uses its time; all group members appear equally involved in the teaching
experience; delivery of the message/issues/material was handled expertly.
Start to finish, the presentation
enhanced the product and the information; it was engaging and carefully
crafted, and this presentation serves as a model for others to
see; there is simply no question that the lesson meets and exceeds all
expectations.
A "B" grade means that
the group might meet the requirements, but still lacks in some of the
more critical areas reflective of "A" quality work; a "C"
grade likely meets some of the criteria/requirements, but leaves too many
questions regarding planning, content, approach, etc.; a "D" grade likely reflects considerable problems and/or poor quality of work,
planning, etc; a failing or "E" grade means that is is very clear the group did little to nothing, material wasn't handled at all, terribly disorganized, blatantly not prepared, and/or perhaps one of the presenters did nothing, invested less than a minimal amount of work in the assignment, etc.