Oral Presentations
Instructor's Guide

Skills Students Need

This module addresses communications skills, and requires active use of writing, speaking, and other forms of self-expression.   The activities provide an opportunity for information gathering, synthesis, and analysis in solving problems and in critical thinking.

Students should have the following skills prior to using this module:

• ability to send and receive e-mail
• ability to access and use the Penn State Course Management System, ANGEL
• ability to use a network browser and access to the Internet

The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:

• computer labs
• seminars
• periodic training sessions
• peer tutoring

Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.

ANGEL

The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction.   Provide students with the following information:

• Computer resources available, including any constraints such as lab hours, number of computers, etc.
• Who will assist students with technical help (Learning Center tutors, lab attendants, etc.).
• Who will assist students with subject matter help (in most cases this is the instructor).
• A definite completion date, keeping in mind the constraints students must operate under to access the module in ANGEL.
• Lab hours when the instructor will be available to serve as a facilitator.

Quizzes, Reflective Questions and Activities

Each module contains activities designed to help students learn and practice the concepts presented.   Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts.   Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice.   Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.

The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.

To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.

Open the first file in the module folder to begin the lesson.

This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)

The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used.   Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials.   Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.

Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.

Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.

In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.

As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments.   Including this information in your course syllabus will make it readily available to students.

Following are the assignments embedded in the Introduction to Oral Presentations module:

Activity 1:   Reflective question - who will your audience be?

Activity 2:   Reflective question - what will your topic be?

Activity 3:   Reflective question - what is the objective of your presentation?

Activity 4:   Activity - make an outline for your presentation

Activity 5:   Activity - write an opening for your presentation

Activity 6:   Activity - write the conclusion for your presentation

Activity 7:   Reflective question - what are your concerns about giving an oral presentation?

Activity 8:   Reflective question - how will you manage your concerns?

Activity 9:   Reflective question - what will you use for visual aids?

Activity 10:   Handout - matrix of criteria for an oral presentation

Activity 11:   Practice your presentation

Activity 12:   Quiz

Activity 13:   Quiz

Relationship to Other iStudy Modules

If instructors are planning on using several iStudy Modules, this module should be used after any data collection and data analysis modules.

Suggested In-class Methods of Presentation

Optional Lecture

The instructor may want to cover the information from the iStudy module in a traditional lecture format. This information is summarized in the Key Points section listed below.

Group Activity

Place the students into small (3-5 person) groups. Assign each group one of the following topics:

• Types of Presentations
• Steps in Preparing a Presentation
• The Structure of the Report
• Methods of Delivery
• Being a Credible Speaker
• Using Humor Effectively
• Establishing a Comfortable Environment
• Controlling Nervousness
• Delivering the Presentation
• Visual Aids in Presentation

Note that these are the main headings in the iStudy module. Each group must use the iStudy module as the source of information to gather data for putting together a short oral report on their topic.

Each group member must orally present at least a portion of their group's topic. The instructor may (optionally) use the Suggested Evaluation Criteria for an Oral Presentation (listed below) as a means of scoring each group.

Individual Activity

Assign each student the task of preparing and delivering a short oral report. The instructor should use the Suggested Evaluation Criteria for an Oral Presentation (listed below) as a means of scoring each individual.

Key Points

Types of Presentations

• Informative
• Persuasive

Step 1: Analyze your audience.

Step 2: Select a topic.

Step 3: Define the objective of the presentation.

Step 4: Prepare the body of the presentation.

Step 5: Prepare the introduction and conclusion

Step 6: Practice delivering the presentation.

The Structure of the Report

Three main parts:

• Opening
• Body
• Conclusion

Methods of Delivery

• Speaking from Memory
• Speaking from Notes
• Speaking from Text
• Using a Combination of Methods

Being a Credible Speaker

• Be accurate and exact with quotes, names, dates, and facts.
• Provide support for your ideas.
• Dress in a professional manner.
• Use visual aids that look professional.
• Know your material.
• Use language that's appropriate for the audience members.

Use Humor Effectively

• Never embarrass anyone.
• Use humor that is acceptable to the group. Most humor is culture specific.

Establish a Comfortable Environment

• Make sure lighting, heat, sound is good.
• Make sure all equipment is available and is working properly.
• Adjust the seating arrangements as needed.

Controlling Nervousness

• Be prepared.
• Rehearse just prior to the speech.
• Greet people. Make eye contact with them before your speech.
• Take deep breaths and try to relax your body.

Delivering the Presentation

Control your:

• Voice
• Gestures

Visual Aids in Presentations

• Use visual aids to emphasize important points only.
• Give the visuals a consistent appearance.
• Select the appropriate visual aid for the environment.
• Try to observe the 7 by 7 rule.
• Make sure the text is large enough for people in the back of the room to read.
• Use white text on a dark background or visa-versa.
• Use a simple type face for visuals
• Don't show visuals that conflict with what you're saying
• Don't read the text that's on the visual but paraphrase and add to it.

Suggested Evaluation Criteria for an Oral Presentation

1. Did the speaker make the presentation relevant to the audience?
2. Was the information presented by the speaker accurate, and relevant?
3. Was the information presented by the speaker to the right level of content?
4. Was the presentation well organized, and did the ideas flow logically?
5. Did the speaker's introduction capture the audience's interest?
6. Did the presenter establish the purpose of the presentation during the introduction?
7. Did the speaker use evidence and examples to support his or her ideas?
8. Did the speaker reinforce main ideas during the conclusion of the presentation?
9. Did the presentation carefully time the presentation so that it "fit" into the time allowed?
10. Did the presenter establish a comfortable environment? This includes adjusting lights, cleaning of white or chalk boards, and arranging chairs.
11. Did the presenter show evidence of being prepared by not relying too much on notes to deliver the presentation.
12. Was the presenter's use of his or her voice natural and effective in maintaining the audience's attention?
13. Were the presenter's hand and facial gestures natural and effective in maintaining the audience's attention?
14. Was the presenter able to control nervousness to the point that it did not distract the audience?
15. Did the speaker establish eye contact with the audience?
16. Was humor on the part of the presenter effective and not offensive?
17. Was the presenter's use of visual aids appropriate for the setting?
18. Did the presenter use visual aids primarily to emphasize key points?
19. Were visual aids professional looking and were guidelines regarding text size and amount followed?
20. Did the presenter effectively manage the use of visual aids by paraphrasing information presented on them and displaying them for the correct period of time?

Assessment

Assessment criteria are as follows (Instructors supply the percentage weights):