Page 166 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

2. Assessing Presentations
By the end of this course, students will:
Effective Listening
2.1 use techniques of effective listening and note- taking to understand the ideas and informa- tion given in presentations (e.g., identify what they hope to learn from a lecture; make notes
to record key points and organization during a speech; identify the implications and consequences of information provided in a presentation)
Teacher prompts: “What techniques did you use when you listened to your peer’s presen- tation? How effective were the techniques you used?” “What key points did the speak- er make?”
Evaluating Form and Content
2.2 assess the appropriateness of the chosen form and the effectiveness of a presenter’s ideas, in view of the topic, audience, and purpose of the presentation (e.g., assess the extent to which the needs of the audience have been met by the content and form of a presentation; use an eval- uation checklist to assess clarity of arguments, persuasiveness, and quality of refutations in a debate; identify logical fallacies in oral presenta- tions and assess the extent to which they under- mine the credibility of the speaker’s message;
use a graphic organizer to track and evaluate the organization of the ideas in a presentation)
Teacher prompts: “How effective was the speaker in convincing you of his/her opin- ion?” “Was there sufficient evidence on which to base a reasonable conclusion?” “Was the form of the presentation appropri- ate for the content and audience?”
Evaluating Style and Organization
2.3 assess the style and organization of a presenta- tion (e.g., assess the structure of a presentation; assess the use of stylistic elements, such as humour and tone, to engage an audience)
Teacher prompt: “Are there other structures that could be used? Why would they be more effective or less effective than the cur- rent structure?”
Evaluating Delivery
2.4 assess the effectiveness of the presentation techniques and audio-visual aids used in an oral presentation (e.g., discuss in a group the three most effective techniques used in a presen- tation; develop criteria on which to base an assessment of a presenter’s use of voice and ges- tures; evaluate the effectiveness of the audio- visual aids used in a presentation)
Teacher prompts: “What did the speaker do particularly well in delivering this speech? What did you observe about his speaking style that you would like to try in your own presentations?” “Were audio-visual aids overused or underused in the presentation? Why do you say that?”
Communicating Feedback to Peers
2.5 provide objective and constructive feedback on presentation rehearsals and presentations by peers (e.g., develop a process and vocabulary for providing constructive feedback; work with a partner to make a T-chart of strengths and weak- nesses during the rehearsal of a presentation; use peer conferences and checklists of specific crite- ria to provide feedback after presentations)
Teacher prompt: “How can you give the pre- senter your feedback in a way that will help her to see both strengths and weaknesses in a constructive and positive manner?”
UNDERSTANDING PRESENTATIONS
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Presentation and Speaking Skills
EPS3O