Tips for great class presentations given by learners

I suggested the tips shown in the slide above in my workshop on February 20.

Given by learners in class to their peers, collaborative presentations make a great language learning activity, both for adults and young learners at just about any level that is B1 or above.

To expand slightly on the points listed above:

  • Your job is to provide as much help with language as possible; having your learners brainstorm and present, and spending lots of class time on the former and on rehearsal, rather than on picking PowerPoint animations, is the best way to ensure this
  • VITAL Keep the presentations short: I suggest 90 seconds to 3 minutes maximum, with a maximum of 3-5 slides. Otherwise, presentations drag on and everyone gets so bored with them
  • Stop anyone going beyond the time limit set: don't give them a second longer, stop them, thank them, but don't fail them for not finishing within the time limit
  • VITAL Have your learners rehearse in their groups — and devote class time to that, with the groups giving their presentations simultaneously, perhaps to another group rather than the whole class. Provide language help there. Perhaps best for use outside class, there are tools like present.me (which will require a webcam) and the Spreaker app (audio only) which are great for this and WhatsApp voicemails are great too. Such rehearsals don't necessarily need to be shared with you (or corrected by you!)
  • Encourage your learners not to read from a script. It's not necessary if the presentation is (a) short and (b) properly rehearsed — and this is a speaking, not a reading activity
  • No stolen images, nor even ones borrowed from creative commons. I suspect that very few teachers agree with me on this one, but if you want a truly creative classroom, you want your learners to create the artwork and/or produce the images. Think quick doodles and photos taken on mobile phones…
  • VITAL Presentations are best given in pairs or small groups, even if that means not everyone gets to speak. If you teach classes of 15 or 25 people, there's just no way you can do 15 to 25 individual presentations in class — and there's so much more language practice to be had in the pair/groupwork required
  • Give the audience (the rest of the class) a reason for listening to the presentation: the presenters themselves can build that in by including a question to be answered at the end; or you can have peer assessment, including commenting…)
  • Have a question-and-answer (Q+A) slot afterwards and, if anything, allow longer for that than the actual presentation itself
  • Help your learners to perform, by explaining how to give a good presentation; how to steady nerves; how to enjoy the experience; how to create a good PowerPoint presentation; what to avoid; or how to create a good Prezi, if that's the tool they are going to be using
  • VITAL Share and comment afterwards: to get the most language out of just about whatever learners are doing with technology, you want a "comments" stage. Google Drive presentations are brilliant for this, for the comments tools, for the ease of sharing, and ease of embedding elsewhere, on things like a class blog or wiki. An Edmodo group or a G+ Community are also excellent tools to enable "comments" or if you want something amazingly easy and with an app, try Tackk. Comments are also great for the teacher to get feedback on the tasks given.

See this post for further notes on what tools to pick: my preference is for the learners themselves to choose.

NOTE As I pointed out during the workshop, good presentations never cram a dozen bullet-points into the same slide as the image above does 😉 !

6 generic, productive activites with YouTube

 

One learner watching, two listening

One YouTube clip (no sound) + one watcher and talker + two just listening and asking questions = so much language

In my workshop at IH Barcelona on Friday, I suggested the following generic activities to be done with YouTube clips.

I'm a huge fan of Kieran Donaghy's Film-English.com, with its brilliant selection of YouTube and Vimeo clips and accompanying lesson plans, but sometimes you just see other clips that look just so amazing for class — except that you don't have a lesson plan.

Below, generic ideas that lead to the production of a lot of language without your requiring any more material than the clip itself.

1 | Commentators and listeners
With this one, you put learners in 3s, and have two sit with their backs to the video (sound initially off) while their partner provides a running commentary, with as much detail as possible, as in the illustration, above. The example I gave:

Here's another Simon's Cat clip and a more detailed outline of such a lesson, with a similar activity here.

Look for videos (like Simon's Cat) which have plenty of action in them, the more bizarre the better (Mr Bean, someone suggested in the workshop), as in this crazy ad.

2 | Brainstorming a better list
Everyone loves lists, don't they? YouTube does too!

But before you get your learners to watch (and before you start typing up and photocopying a True/False exercise for them!),  give them the topic, and get them to (1) brainstorm their own list in small groups; then (2) watch and check off which things on their list are mentioned; if they then (3) list everything mentioned in the video they can then (4) compare lists: theirs, the video's, and those of other groups; and finally (5) discuss who produced the best list.

Here's the hilarious video I suggested as an example:

Here's another example, with a fuller outline of the lesson. Look for "how to" videos, or just about any video with a title starting "7 things…", "10 ways…" etc.

3 | Summarise and present
The brilliant Joe Hanson [ YouTube channel ] has lots of clips this idea will work with:

I suggest having the learners watch at home, with each group picking a different video (their choice), and working on their summary outside class (think Edmodo small groups, WhatsApp, shared Google Drive presentations, etc).

What they're then doing in class time is making the short oral presentations (I suggest 60-90 seconds, maximum 3 slides), with Q+A time at the end to ensure maximum participation of the whole class.

Look for videos with lots of information and/or presenting ideas, with TED being another site with videos this will work with.

4 | TED feedback
If you watch videos on TED, you're probably familiar with how their rating system works. If you choose to rate one of their talks, you get a pop-up window with a selection of adjectives you can use:

TED ffeedback

With any video — not necessarily from TED — you can do the same thing. It works particularly well with videos that divide opinion and reaction in your class (like this one, for example) and if you allow your learners to come up with their own adjectives to "rate" it.

If you then pool the adjectives they're come up with and have them pick which 3-5 best describe it, you've got the basis of a class debate.

5 | Video clips as storytelling prompts
One of the things apart from YouTube that we looked at in the workshop was digital storytelling. I'll return to that in a separate post, but mentioned that video clips that tell stories are great as writing (or speaking) prompts for kick starting ideas (and language) to be included in digital storytelling projects.

In Friday's workshop I suggested this Springsteen song but they tell me Taylor Swift is kind of more popular now 😉 :

The Taylor Swift song has worked well (thanks, Kim) with teens who (1) brainstormed a list of what they guessed would be in a Taylor Swift love song clip; (2) checked that off in a first watching (sound on); (3) listened to the lyrics on a second watching; (4) in 3s, used the song for a dictogloss activity, with their versions then being checked against the actual lyrics; (5) debated what exactly happens in the story — clip and lyrics; before (6) recycling the language that had come up in class into their own collaborative stories (some produced in text, some in audio form).

Look for song video clips that tell stories, which then also give you a text (the lyrics) you can then exploit in the usual ways.

Here's another brilliant song clip story, with an outline lesson, and another with Norah Jones.

6 | Football (etc.)
One not mentioned in the workshop, but football is always a winner in class, isn't it? My son (one of my key sources for video clips for class) showed me this amazing Facebook page with sports clips the other day.

Generic lesson plan? Pick the right clip (look for controversy!) and you probably don't need one! With certain learners, they'll talk endlessly (possibly not always intelligently 😉 ) on the subject…

Personally, out of choice, I'd dump my coursebook and just talk about football…!

See also

More from the workshop coming. See also these links.

DRPC: discuss, research, present and comment

Slide from presentation summarising task

Above, the third task I suggested in my session at our ELT Conference last weekend, with thanks due to Rachel and Yvette for carrying out the task with their learners and providing comments on it.

I'm a big fan of what I call DRPC tasks as they seem to produce the right blend of (1) plenty of face-to-fact discussion, with (2) language being provided as and when required; and of the learners then making (3) productive use of technology for communicative purposes, without the technology taking over from the latter.

DRPC Stages

  • Discussion In the case that I described, the discussion was on whether or not the class get enough exercise — in a class of teens, theoretically B2 but some way below that
  • Research After class, they were required to confirm or refute what had been said in class, by surveying each other and other kids in other classes in the school (a secondary school in France). For the research, which they did in groups of 3 or 4, some used the amazing Google Drive forms to create questionnaires, while others used a pedometer app to record actual data. Facebook and WhatsApp chat were also used for communicating between the group and with other peers.
  • Presentation Two weeks later, the groups made oral presentations in class, each of a maximum "3 slides in 3 minutes", with a 3-5 minute Q+A slot before the next presentation. Google Drive presentations (aka Google Slides) and Prezi were used to create the presentations with most of the work on the presentations being done outside class time. Some of the class did have time to rehearse in class, giving the presentation to the teacher.
  • Comments Subsequently, mainly using Tackk, which allows your learners to create a simple web page, and works great on a mobile phone, there was quite a lot of discussion of what had been said, quite a lot too about how "cool" some of the presentations were and how they'd done certain things in them.

As noted previously, designing tasks so that maximum advantage is taken of the time available in class is important, as is having that fourth commenting stage, to get more language and more communication out of the task — and out of the technology.

Below, also from my presentation, the sort of data that can be collected with a pedometer app:

Screenshots from Pacer app

And finally, a couple more, similar activities from my own Twitter feed:

Tape poetry task for creative classrooms

Above, the example of tape poetry that I showed in my session yesterday at the IH Barcelona ELT Conference.

Below, a slide from my presentation, with the task suggested:

Task with tape poetry

WhatsApp, Google Drive, and a (private) Google+ Community — the icons on the right, above — make great tools for the task, though there are lots of other possibilities.

Stages for the task

First, individually…

  • Learners find English poems they like — either by (a) searching on the internet or (b) by asking native speakers (other teachers in your school…? in a school in an English-speaking country…?) or (c) by you making suggestions (which you might want to do at lower levels — and we're probably thinking teens or above and B1 or above for this task)
  • They pick a line or lines from the poem that they particularly like
  • They share the chosen lines with the rest of the class. I suggested a WhatsApp group for that but also recommended school and parental permission if you're doing this with teens.
  • They then attempt to write their own line of poetry, perhaps best on a similar theme
  • And finally they share that via your chosen tool (Edmodo would work if you don't like the idea of mobile phones with teens, with the small groups feature in Edmodo being great for this)

I suggested in my presentation that in your task design, you want to consider what parts of the task you want your learners to do in class time, and what parts outside of class. I'd recommend doing all the above mainly outside class time (but personally never use the word "homework" to describe the task 😉 !

Then, in groups of up to 4…

  • In class, taking the lines of poetry they've already found and written, mash them up into a single poem, editing them in any way they wish — for which a shared Google Drive document is great
  • They then print and cut up the finished poem into its separate lines
  • In class, the learners agree on and perhaps sketch a design for and — then outside class — produce a background for the poem (artwork probably again best done outside class)
  • Next they post the tape poem (they'll need glue or drawing pins) somewhere suitable — a classroom or corridor noticeboard, for example. You probably don't want to suggest posting on a wall or door somewhere outside in the street, though wouldn't that be fun 😉 ?
  • With the aid of their mobile phones, they then photograph the finished poem
  • They then share it with everyone in the class, for which I've suggested a Google+ Community (you might prefer Edmodo with teens, for greater privacy), though Instagram is a great place to share it if you want the whole world to see the work
  • Vital Finally, everyone comments on everyone else's poems, and on the project itself.

Commentary
I say the last commenting stage there is vital because it requires the learners to use more language, as well as taking advantage of the communicative possibilities technology now offers us. All tasks making use of technology should have that last stage built in, as a requirement, in my view.

Above, I've highlighted which parts (those that are going to involve the learners talking to peers, negotiating and brainstorming, and those that will require you to provide help with language) are best done in class.

The vital point I wished to make in my presentation was that it's not the teacher but the learners that should be using technology and that they should be using it not so much for the technology as for the language its use can generate, and the tape poetry task presented here I hope is a good example of such things.

More about tape poetry
More examples of tape poetry on Instagram; on tapepoetry.com; on Twitter.

Recommended reading
Although I suspect it appeared before tape poetry ever did, Jane Spiro's Creative Poetry Writing (OUP 2004) has lots of ideas on how to get fun and language out of poetry — a word many of us probably initially turn our noses up. In my experience, however, poetry works in class, and even people who say they "hate poetry" will say they liked classes and tasks that poetry was brought into.

Would it work?
As I mentioned in my presentation, this was the one task presented that I've not actually tried out with learners. I'm sure it would work — assuming that you and your learners think classrooms should be creative places. You do, don't you?

Please do add comments, and — especially — if you try it out, and perhaps adapt it, do let me know how it went.

Great Twitter feeds for images for class

Twitter, for all its faults, is a great place to find images for class. Following the feeds below, just about every day I find myself favouriting more images than I could ever use in class. What I particularly keep an eye out for are single images that will kick-start creative writing projects (aka digital storytelling), often having to rely on friends and colleagues with more learners than I've got to try them out.

If you don't "do" creative writing, try the following just as speaking activities.

500px

500px.com (@500px) is a site not for ELT but for serious photographers, but nevertheless has some wonderful images for class. The photo above wasn't used for creative writing but Kim used it and the article it comes from to get teens into taking some pretty amazing, pretty scary selfies which they then shared and commented on via an Edmodo group (with a lot inevitably ending up on Facebook and Snapchat). A lot of fun, and a lot of language came from commenting – and class discussion – on how to look more scary!

See also PhotoFocus.com (@photofocus), a similar site and this previous post, with an example, for creative writing.

History in Pictures

History in Pictures (@HistoryInPics) is another great site to follow. This particular image would have worked great in a class of 18, with each member of the class writing the "story" for one of the people at the concert (if you had more, you could always have the four members of the band!)

Only having three students, each of mine got six characters (being teens they weren't too keen on that!) and had to – for each — come up with (1) biodata; (2) what their parents had to say about them going to a Beatles concert (we watched this video, and tried to get it into historical context); (3) what happened to them (long) afterwards; we then had some fun (4) inviting each other to go to the concert; and (5) altering and/or adding to the stories so that at least some of the characters knew each other in later life – with some marrying other characters also at the concert, though not necessarily the partners they went with!

Life.com

Life.com (@Life) is also excellent. With the photo above, Rachel did a similar writing activity, assigning each of the learners one of the characters, with any learner without a "kid" being one of the parents and one being the photographer.

They (1) made notes individually on biodata; (2) negotiated alterations; (3) took – a lot of – time out discussing the nature of happiness; (4) wrote drafts of what happened to the kids in the next 25 years (approx. 1950-1975), including historical content (the 60s, Woodstock, Vietnam…) and whether or not the characters were happy later on in life; (5) commented on each other's work – via Google Drive and suggested improvements; and (6) wrote "final" versions; and then (7) read those and commented further.

A lot of language from one image – which was the objective!

Life.com sends out an excellent weekly email with its top 10 galleries of the previous week, for anyone who detests Twitter.

The Telegraph

The Telegraph (@TelegraphPics) also tweets some excellent pictures for activities of this sort. The one above worked well with learners in threes — one the kid, one the polar bear, one a passenger on the train – brainstorming what they thought was happening; what each of the characters (including the bear!) was thinking; and then telling the story from the three different points of view, attempting to focus only on a maximum 24 hour period in the characters' lives.

I did it just as a speaking activity with my three teens; Kim did it but had the learners record their stories using the Speaker app and share them via an Edmodo group.

If you want great images for class, the site you don't go to is Google Images! These are the sort of images you want for language classes.

Also of interest
See this previous post if Twitter drives you crazy.