1. L17: Big Idea 5-Team, Transform, Transmit-Practice and Peer-Review Makes Permanent

2. Lesson 17: Focus
1. Think about the best and worst presentations you have ever seen. What made them memorably good and/or bad? Be prepared to share your responses. 2. After watching the video, “Worst Presentation Ever,” have a short discussion with your group about the extent to which you anticipate making some of the same presentation errors you saw in the video. Which errors do you think will be the most prevalent?
If you fail to plan (and practice), you plan to fail.

3. Example Strategies for Reviewing Presentation Skills
TedTalks on Mute
Using a feedback table
Small group practice

4. Avoiding Good Information Presented Poorly
Did presenters in your previous assignment make any of the following errors?
Disqualifying yourself by understating your credentials
Never making eye contact
Not checking equipment set-up beforehand
“Kind of” knowing your content
Alienating your audience by communicating “at” them, not “with” them
Rambling on or going too far off-topic with no reason
Taking on too large a topic for a short presentation
Contradicting themselves
Being unprepared for the questions after the presentation

5. Stop and Think
What weaknesses were common in some of the presentations you viewed (according to the Presentation and Oral Defense rubric)?
How much practice and what type of feedback could have improved these presentations?
Reflect on the times you have practiced your presentation skills in your class, up to this point. Reflect on the times you have already engaged in peer review in your class, up to this point.
What additional strategies could you employ to strengthen your skills required for the Presentation and Oral Defense?

6. Best Way to a Well-Prepared Presentation
Plan and organize throughout the year (the information you have)
Practice throughout the year (the parts of the inquiry process that you have completed)
Peer-Review others (best way to increase the critique of your own work is to critique others and have them critique you (constructive criticism and actionable feedback)

7. Peer- Review Personalities
1. Watch the video and complete the Peer-Review Personalities table in your workbook.
2. Discuss with your group which peer-review personalities you anticipate will be most common in your classroom. Determine what traits would constitute the “right” peer-review personality.
3. Work with your group to create a peer-review acronym or graphic to quickly convey appropriate and effective guidelines or tips for you and your peers to use the right peer-review personality traits in your classroom. Share your acronym or graphic when prompted.

8. Peer-Review Personalities
Do you recognize any of the “personalities” in your class when attempting a formal peer-review process?
Peer-Review Personalities
Major Issue Identified Here
Possible Suggestions to Remedy this Issue
Picky Patty
 trivial comments are
not useful
Do not correct spelling/grammar on read through. Read for main ideas, strengths, weaknesses.
Whatever William
 ownership and
acceptance of help
Ensure that students know why the process is worth their time. Peers are a great example of the audience you are writing for.
Social Sammy/Off-Task Oliver
 focused and serious
work
Be present with your partner: the task at hand is the most important thing right now. Set aside specific time and space.
Jean the Generalizer
 precise and honest
commentary
Comments should focus on the rubric and/or specific examples demonstrating the issue. Provide time to review the rubric.
Mean Margaret/Defensive Dave
 negative criticism vs.
constructive critique
Treat peer-review as a professional relationship, bettering both participants’ understanding of the rubric.