2020/21 “Critical Thinking, Teaching and Learning”: Presentation Activity Activity: Presenting/Leading a discussion-

2020/21 “Critical Thinking, Teaching and Learning”: Presentation Activity
Activity: Presenting/Leading a discussion- Guidelines.
The aim of your presentation/ discussion leading is to get the class thinking and talking about your topic in your article. The aim is not to tell them what was in the article (since they all read it), so this assignment is different than a typical powerpoint. You do not want to repeat everything the author of your article said.
What you will do:
You will create a powerpoint together with your group members, and record your presentation as a voice over that guides us through the presentation. Because you are working remotely, each member could do their own powerpoint and label it Part 1, Part 2 or Part 3, so that we can watch it in order. The whole powerpoint (all parts put together) should feel like a single presentation.
Each person in your group, must be involved in reading and understanding the article.
Follow these steps:
Step 1) UNDERSTANDING THE ARTICLE: EACH person reads the article and highlights key ideas/themes before meeting as a group:
When you read it, you should think about the main themes that you want to discuss. Think about, What is most interesting to you? What is most important for the class? The theme does not have to match the title of the article, but you should think about how the ideas connect to what we are discussing in the class when choosing your theme.
Step 2) CHOOSING A ROLE: Meet and decide on roles for each group member:
FOR GROUPS OF 3:
Role 1) Introduction to the “tradition” or classical thinkers that the article is following. Total presentation time: 5 minutes
This person will do background research into the tradition that the article lies in, giving the class a brief introduction to the time period, core thinkers, and core ideas of this tradition.
Role 2) Presenting and asking questions on a key theme in the article – Total presentation time: 5 minutes
Decide what quotes or ideas from the article bring out your theme? Keep those in mind when constructing your discussion and make them into “Key points” or “ideas” that you will share with the class. You may also choose quotes to put on slides for the class to look at together.
2-3 Main ideas should be presented to the class and discussed in your own words (this is the “lecture/presenting” portion of the assignment, but it can be broken up into parts and mixed with questions.).
Role 3) Presenting and asking questions on a second key theme in the article. (Different from person in role 2) Total presentation time: 5 minutes
Decide what quotes or ideas from the article bring out your theme. Keep those in mind when constructing your discussion and make them into “Key points” or “ideas” that you will share with the class. You may also choose quotes to put on slides for the class to look at together.
2-3 Main ideas should be presented to the class and discussed in your own words (this is the “lecture/presenting” portion of the assignment, but it can be broken up into parts and mixed with questions.).
FOR GROUPS OF 2: Only complete roles 2 and 3 above.
Note: Each member should do some additional reading of related articles, and make brief connections to these during your presentation.
How should you select additional reading? For example, you could see if the author of your text keeps citing a particular person- maybe go look what that person wrote and get some background information on that person’s key ideas. Or, for example, if I am reading a text on ‘Communities of Inquiry”, I might go to google scholar and see what else is written on Communities of Inquiry, I might find out which philosopher or group of philosophers made up this idea, and then I might choose a few other texts on ‘Communities of Inquiry’ to cite in my presentation that sum up the core ideas and how these connect to the course topic of critical thinking in teaching and learning. You goal is to lead the class to thinking beyond the article, what are the BIG IDEAS that the article helps us think about.
The connections you make to other texts should be noted clearly and the references should be included at the end of your powerpoint.
Step 3) FOR EVERY ROLE: INTERACTIVE PART OF YOUR PRESENTATION: Come up with questions/thought experiments:
Each person in each role should come up with 1 question or thought experiments or mini group activity for the class discussion. The questions/activities should also be open (DO NOT create yes/no questions) and allow for different perspectives. If any of your questions ask about people’s experiences, then they should always have a clear connection to the text. So your question should have a purpose beyond just sharing experiences.
Your QUESTION OR THOUGHT EXPERIMENTS/Activity should be listed at the end of your powerpoint slide- these will become the focus of the synchronous class discussions.
NOTE: I encourage creative ways of looking at these topics, so if you want to add something like a ‘thought experiment’ or ‘mini activity’ , e.g. looking at an artwork or listening to something, for the class to get people’s minds going, this can enhance people’s ability to look at the text in new ways. Since everyone will be viewing your powerpoint Online, you can include links they can go to, e.g. to see an image, or watch a short video.
4) DESIGNING YOUR PRESENTATION/DISCUSSION- Putting it all together:
Now that you and all your group members have completed steps 1-3, meet to discuss the presentations and make sure that you are not overlapping or saying the same thing as other group members.
Decide on the technology questions: how will you make sure all the presentation parts fit together and make sure you have adequately done the voice over? Also, determine which group member will upload your powerpoints/ audio to the LEARN site.
NOTE: Powerpoint: Your name, key points, and question/activity should be on the powerpoint. Your powerpoint must comply with accessibility guidelines which include:
Use 24 or higher font
Use Arial or Helvetica
Use 1.5 or more spacing
Create a Table of Contents at the start of the Powerpoint
If you use color for emphasizing meaning, also use another indicator , e.g. underline
Create High contrast between text and background – webaim contrast checker
Use left justification not FULL
Do note make a whole block of text in CAPS
If you use images, create an alt text for images or graphs etc—this tells name of picture and the meaning
At the end of your powerpoint, write an alternative format statement: “if you require this document in an alternative format please context email: [your email address]”
To reiterate: Each person will need to produce their own section of the presentation of about 5 minutes. Then during the live discussion in class- you will need to guide the class discussion on your question/ activity.