Presenting STEM for the Future
This lesson starts with a discussion on STEM. By activatiing prior knowledge of what STEM respresents, students brainstorm the basics of what jobs are available. We discuss the parameters for the assignment and then I show a video from TED on how to make an effective presentation when technical information is being presented and remind students of a previous TED video we viewed on children teaching adults.
Video also available from: https://www.ted.com/talks/melissa_marshall_talk_nerdy_to_me
2 Direct Instruction
The students are reminded of the class website mrjasonjackson.org that provides information for each assignment and a rubric for the presentation. Students are released into pairs to begin researching potential careers in STEM using laptops and web research. During this time, I circulate throughout the room checking for understanding and assisting students with valid information.
During this phase, I break into the students' independent time and model acceptable citation tools and where to find images from Creative Commons.
3 Guided Practice
As students accumulate information on STEM careers, they record their data in a document of their choice (Google Drive, Office 365, or Microsoft Word) or a bookmarking site. Students are guided to record the following:
- Website URL
- Job description
- Income potential
- Images relatining to position
- Education requirements
Using Prezi, I model a presentation development including graphics, information, bibliography, and content. Students are permitted to use any presentation tool, but bullets are to be avoided in the presentation.
4 Independent Practice
Students create, develop, edit, rehearse presentations using the tool of their choice (I prefer they choose non-standard applications). Refering to the rubric for the assignment, they need to include all components for three STEM careers and practice presentation. I check for understanding during informal questioning thoughout the session. Students are assessed using rubric and receive feedback from peers via Google Form submssions during presentations.
45 minutes x 2-3 days
After all presentations are complete, students switch partners and discuss findings and presentation outcomes. After exchanging ideas with every pair, they rejoin original partner and think/pair/share with the class focusing on the following components:
- Presentation styles
- Career options
- Time spent on rehearsal vs. time in presentation "mode"
- Why is effective communication difficult? Examples!
- Weaknesses vs. strengths during presentations