Student presentations

In these activities, individual students or groups present in front of their peers for a set period of time. While presentations are commonly oral with the support of visual aids (such as PowerPoint), they can involve other forms of communication, such as a performance, roleplay or a demonstration of a procedure, and may include a facilitated peer discussion. Student presentations may be incorporated into the curriculum to assess certain knowledge areas and skills, and can also enhance student engagement and increase the variety of activities and communication in a subject. They allow staff to provide immediate feedback, and are an opportunity for peer feedback.

There are many ways student presentations can be delivered in a teaching session. They may take place in a classroom and/or via Zoom. They may be presented by individuals, pairs or groups. They may contain PowerPoint slides, or draw upon other online technologies.

How to implement

Step 1: Determine the type of presentation

It is important to first be clear about the type of presentation you expect from your students. Does it need to be group presentation? Or can it be individual? Do students need to necessarily present a PowerPoint? Or could they take a less traditional format, such as a role-play, a musical performance, even a game? The decisions you make depend on what it is you want your students to achieve. And this depend on a range of things, such as your intended learning outcomes, and generic skills graduates are expected to have mastered.

Here are some presentation types to get you thinking:

• Demonstration: Students demonstrate how something is done.
• Storytelling: Students present in a story format, using spoken words, images, sounds to help convey a message.
• Interviews: Students interview one another, or a guest speaker.
• Role play: Students act out a scenario.
• Non-linear presentations: Students respond to questions posed by their peers and direct their presentation in directions depending on those questions.
• Games: Students prepare and facilitate a game.
• Discussions: Students facilitate a discussion with their peers, so they ask the questions, but their audience do more of the talking.
• Media: Presentations don’t have to conducted in real-time. They could be performed on media, then shown to other students during a live session.

It is advised you keep it simple and avoid making it overly complex, but to also take every opportunity to enliven it, and make it an enjoyable and worthwhile learning experience for all your students.

At the planning stage, pause to carefully consider the intended learning outcomes aligned to this activity. Being clear about your intended learning outcomes up front can help you identify opportunities for reasonable adjustments, if needed later. For example, if the necessary learning outcomes are about a critical evaluation and engaging communication, a critical evaluation be communicated in a different way, at a different location or a different time if necessary.

Step 2: Determine the required technology

Types of technology you may consider:

• Microsoft PowerPoint: Available to all students, and include a suite of collaborative tools. These can be presented on a projector, and screenshared for those who are online.
• Video editing software: Students can use EchoVideo and the associated suite of editing tools available.
• Feedback Fruits: If you are planning to incorporate peer feedback, consider using a dedicated peer feedback tool such as Feedback Fruits. This is especially useful when peer feedback takes on a higher level of importance, or where there are several steps.

Tip: In your activity instructions, you should direct students to the online tools intended for use. You should also make sure you are familiar with how to use these technologies so as to avoid any issues arising on the day.

Step 3: Communicate instructions to students

Once you have thought through the steps above, communicate your plan with your students. Where possible, contain all the information students need in one easy-to-access and logical place in the LMS. Create a page of instructions in the assessments or Modules section of your LMS subject, so that students can easily find and refer to them when needed.

Make sure your instructions provide answers to these questions:

• When will the presentations take place? Is there a schedule for each student or group?
• How long should the presentation be?
• Should it be presented online via zoom, or in the classroom?
• If using PowerPoint, is there an expected number of slides?
• How much time should be dedicated to question time?
• How should the face-to-face presenters engage their online peers?
• How should the online presenters engage their face-to-face peers?

Tip: If the presentations are assessed, make sure you provide students with an opportunity to practice presenting through a non-graded activity, and conduct this in a similar teaching session. This way, they will gain greater familiarisation with the technology and this mode of delivery, ultimately reducing stress. Also allow enough time to provide students with helpful feedback.

Step 4: Present!

On presentation day, make sure that your technology is working prior to the session and that you and your students are prepared.

Suggested presentation activities