Reflection #5: Presentation

          Remember the snowball/snowfield analogy?  The presentation portion of the lesson is that “snowfield”; it is the section of the lesson concerned with the transmission of the new material to be learned to the student. The presentation is concerned not only with the parameters of the “snowfield,” that is the extent of the material to be covered, but with the direction and the speed with which to roll the “snowballs.” Since teachers tend to replicate the techniques used by their teachers, the chances are that when you think of teaching strategies, you may think primarily of lecture and discussion for secondary classes.  Actually though, there are a wide variety of strategies and an incredible number of permutations of each of them. The successful strategy is the one that blends technique, content, and the need of the student.  Your job is not only to be comfortable with the techniques, but also to match these strategies to the content and the class to produce a lively and successful lesson.

          Even though the techniques differ, all of these strategies demand a product requiring the student to stay on task if he wishes to achieve.  Furthermore, a quick check of these products will allow you, the teacher, to assess quickly how well the student fared with the assignment.

       Some lesson strategies require students to read material from a text. You would certainly be wise to structure the reading in some fashion, requiring some end product for the activity. 

·       Perhaps you would choose guided reading, which requires students to complete an outline or question sequence as they read, looking for specific information and/or inferences.

·        You might require a dialectic journal to ensure the student’s doing a close reading, which requires involvement, interaction, reaction to the text.

·        You might have a set of study questions to be completed after the reading assignment.

·        In order to make the work go easier, if the work is dense and difficult, use a jig-saw, which requires group participation.

          In addition to reading assignments, good teachers balance learning activities with techniques which emphasize oral participation. Such assignments might include:

·       role plays

·       hot seats

·       panel discussions

·       forums

·       debates

·       research-based speeches

·       formal oratory

Ø    memorized literary passage

Ø    scene presentation

Ø    choral reading

Efficient listening and note-taking are also necessary skills to promote effective learning:

·       lectures with formal outlines

·       structured discussion

·       thoughtful question techniques      

    Caveat:   Do not innovate purely for the sake of innovation. It is entirely possible to become so innovative that the students have no secure basis of expectations. If you go too far out too frequently, the means becomes the end...and an unprofitable one at that.