In preparation for students to begin presenting their artifacts next week, teachers have been sharing and modeling how to present their own family artifacts. We worked as a class to decide what made a presentation great and students worked together to decide what they needed to include. One of the students also commented that the audience also needed a checklist to ensure that they were being attentive, engaged learners during each presentation. I loved hearing that insight as it showed an awareness of learning being two ways in a presentation. We then discussed what an audience needed to be doing and again developed a checklist for the students to follow. Please see the final checklists below. Your child will be evaluating themselves and their peers, as well as receiving teacher feedback based on these identified requirements.
The presenter:
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I can hold up my artifact so everyone can see
it.
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I can tell the story of my artifact. – Where it
is from, who made it or who owned it first, why it is special.
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I can speak in a loud clear voice with
expression while looking at my audience.
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I can tell a story that makes sense.
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I can make my story so interesting that people
want to know more.
The audience:
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I can sit criss-cross with my listening ears on.
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I can ask those who are talking to stop.
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I can listen quietly.
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I can think of questions before, during and
after the presentation.
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I can watch the person who is presenting without
getting distracted.
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I can wait till the end to ask questions.
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I can look, think and wonder about the artifact.
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I can record my observations, thoughts and
questions in my journal.
