Today my students will be presenting the products they have created in order to teach the class the relevance of four vignettes from The House On Mango Street.
Before the presentations begin, I distribute the Student Presentation Notes Template and explain to my students that as they listen to the presentations, they must record at least three things for each vignette that they learn, that they agree with, that they disagree with, etc.
There are two main reasons I have implemented this procedure:
I allow groups to volunteer in the order they would like to present. With little to no instruction, other than the requirement that every group member speaks during the presentation, I allow my students to begin. Because my students have been exposed to and have participated in:
Depending on the size of the products created, students either present at the front of the classroom, taping their products to the whiteboard, or at the center of the room, using the document camera to project on the back wall of the classroom. At the conclusion of each presentation, I allow one to two minutes for questions or comments from the audience, but I remain mindful of the time, so that each group is given adequate time to present without feeling rushed or slighted.
With the final few minutes left of class, I ask students to share one thing they learned from their peers that had not occurred to them as they prepared their own products (Student Sample Notes). There is usually only time to hear from two to three students.
I have two final thoughts for them before they are dismissed: