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

Students master and retain learning more effectively (than many other methods) when they present their work to others. Essentially all of us (no matter our age) can remember details of a school presentation we made long ago. Regardless of the discipline area, your students will likely benefit from making presentations also – that is, as long as you follow sound practices.

First, remember that the number one fear of adults is public speaking, so your students, regardless of whether they are 18-year-old freshmen or 68-year-old graduate students, are likely to need a fair amount of reassurance. One key form of the reassurance that will support them (but that many professors overlook) is providing students with an adequate overview of the assignment. When students don’t have the ‘big picture” they need, they are likely to make unfocused, disjointed presentations – which contribute to their feelings of inadequacy the next time around. Therefore, students should be provided – in writing and well in advance – the goals and objectives of the presentation, as well as a detailed scoring rubric.

In a large course or when building teamwork is an especially desirable goal, you might consider having students make presentations in a group setting, for example, as a member of a forum or panel discussion. Presenting to a small group is less frightening than presenting to a large group, particularly if the chosen subset of the class has been working together on various projects through the semester.

If yours is an introductory course and/or students voice considerable anxiety, provide individual coaching or model presentation skills, showing students how to gain viewers’ attention, use visual aids, form a powerful conclusion, and so on. You can also have a student with a proven track record in another professor’s class demonstrate effective presentation skills. Videos (off or on-line) on how to develop an excellent presentation are another possibility. A final, but far less desirable, option is to deliver a full presentation yourself, emphasizing in advance the key techniques students should look for. Some students are likely to have difficulty separating such a presentation from regular lecture or demonstration, while others might view such a presentation as *the* model and work so hard to duplicate it that they appear unnatural. Note: This is, of course, assuming that you are a model presenter.

Viewers and speakers can derive full value from presentations only when feedback is plentiful, objective, and consistent. We recommend allowing viewers to contribute to the evaluation of their peers. One frequently used method is to give viewers index cards on which they are asked to do a “three by three”; that is, they are to write down three strong points and three suggested improvements for each presentation. These are turned in at the end of the presentation and then attached to the evaluation form completed by the instructor.

The student who makes the presentation is not the only one who is learning. Therefore, you should measure the learning that occurs among the audience. This helps to indicate to the student presenters that the effectiveness of their efforts matters – not only to them but to their classmates. It is sometimes worthwhile to base at least a portion of the presenter’s grade on how much the other students learned. Remember, what gets measured gets done, and students value those measurements (i.e., grades) highly.

Deliver specific praise for student presentations in public, and give constructive criticism in private. This way of delivering feedback is part of creating a supportive environment. Keep in mind that such an environment increases students’ retention of the material that they have already presented, as well as what they have heard their fellow students present. It also contributes to the enhancement of student efficacy and self-esteem.

Finally, remember that nearly any good idea can be overdone. Unless yours is a public speaking course, resist the increasingly common tendency, especially in graduate courses, to have students learn the majority of the course content through various types of presentations. Consumer-oriented students are likely to perceive that such an arrangement denies them access to the expertise of a professor for whom they invested considerable financial resources.

Presenting Financial Figures

Numbers are essential tools used in the decision-making process in a company. Effective management entails the proper use of financial figures. But a lot of people have a fear of numbers stemming from unpleasant experiences with them during their school years. In order to understand and use numbers fear must be overcome first. Understanding will then follow; you will know what numbers can tell and what they can not tell. You will know when it is appropriate to use them and when it is not. You will come to know their limitations. Only at this time will figures become a useful tool for making decisions and enhancing the quality of decisions.

Decision-making in a company usually involves presenting financial figures to several managers, not all of whom have backgrounds in finance. The objectives of presenting financial figures to them are to educate and inform them of the financial performance of the company and convince them of future trends that must be considered in order to give direction to the company. This means that the presentation must be clear and comprehensible to the audience. It is not enough to print out financial statements, hand them out and discuss them line by line. This will not accomplish understanding and clarity. Doing away almost completely with figures and financial terms and steering away from technical discussions is tempting because it may seem easier and simpler, but neither will it achieve the goals of educating, informing and convincing the audience.

A better approach to presenting financial figures is to try to level the financial understanding of the attendees. He should put himself in their shoes and think of ways to incorporate financial terms and figures in his presentation in an easily understandable manner, explaining along the way the terms that can not be replaced with layman’s terms.

To prepare for the challenge of presenting financial figures, the presenter must first select the most critical numbers, making sure that all assumptions or basis for each are explained. Decide also which financial terms and concepts are needed for the presentation and how these terms can be explained in layman’s terms.

It is a good idea to develop an outline of your presentation showing the objectives, critical financial concepts or principles and critical figures. This will serve as a guide for the flow of your presentation.

The presentation should start with an explanation of the objectives. Tell the audience what you wish to accomplish and give them a summary of the discussion points. Establish clearly the importance of understanding the critical concepts that you are including in your presentation. Tell the audience why they need to understand the concepts. To explain the concepts, you can relate them to some familiar and ordinary situations. Analogies can be used as a tool to accomplish this. To maintain your audience’s attention throughout the presentation, keep referring back to your familiar and ordinary situations that you used as examples so that your audience can keep up with the story that you are trying to tell. Take short breaks to let the audience absorb the ideas and figures and encourage them to ask questions.