The Student PBL Presentation Plan is a graphic organizer students can use to prepare for the presentation of their product, learnings, or project. The organizer supports students to reflect on and synthesize their learnings. It also supports the students to think about how to develop a presentation that represents what they learned through the process of completing the project.
As students are completing their projects, give them the Student PBL Presentation Plan Graphic Organizer included as a resource below to complete. The teacher can decide whether students will complete this individually or as a collaborative group. If students are presenting collaboratively, they should either work on the graphic organizer together, or create a final, cohesive one at the end.
Have students fill out each section of the graphic organizer. Encourage students to be reflective about their learnings and include as much detail about their process and learnings as they can.
Students will use the graphic organizer as a framework for their presentations. They should be expected to cover all five sections of the graphic organizer in their final presentations.
Meet with students or collaborative groups to review their graphic organizer and ensure that they are creating a cohesive, well-planned presentation.
Distance learning is a great time to assign project-based learning activities. It is important to allow students a variety of options (technology options, low-tech options, and no-tech options) to present their project-based learning assignment.
While planning the project-based learning assignment, consider the different options that students can use to present their project. Options for project presentations should include technology options, low-tech options, and no-tech options. The resource linked below, 72 Creative Ways For Students To Show What They Know, provides many examples of products that students can create to present their project. These types of products can be adjusted to be used with or without technology. The presentation options should also be flexible based on whether the project-based learning assignment is being completed individually or with a group.
Allow students to complete the Distance Learning Student PBL Presentation Plan Template, linked below, to plan out how they will present their project.
Assign students a date/time to present their projects during synchronous distance learning sessions. Incorporate time for other students to ask questions after the presentation is complete.
Both the teacher and students can also think of ways to incorporate community members into their presentation.
The presentation of a project-based activity can also be completed asynchronously with a tool like Padlet. Each student can post a link, image, or file to a Padlet column. Other students can click on their classmates links to view their presentations. They can also comment on each student's presentation through the Padlet and/or ask questions. The tutorial linked in the resources section below shows how to set up a Padlet.
Flipgrid can also be used to present PBL projects. The resource linked below, Creating A Screencast Directly in Flipgrid, provides a tutorial on how to record a screencast in order to present.
Provide feedback to students on their presentation products using a rubric. Students and the teacher can also provide feedback to the person presenting their product by using the following sentence stems in the video conferencing chat:
I agree with ___________ because...
I disagree with ___________ because...
I also noticed that ___________...
I'd like to add that ___________...
I think ___________.
I believe that ___________.
Which questions could you add to the graphic organizer to support students to assume responsibility for high quality work?
What could be challenging about this strategy, and how could you address any challenges in advance?
Besides using this graphic organizer, how could you support students to build effective presentations?
How could collaborative student presentations support students to explain their problem solving strategies and solutions?
If you or the students are pressed for time during the PBL process, but want to still utilize the graphic organizer, you could have students skip the collaboration section of the planner. Also, if the graphic organizer feels too overwhelming or time consuming as a preparation tool for presentations, it could become the presentation. Instead of students sharing out with the class or with an audience, students could respond to the prompts in the graphic organizer and that could be their presentation. The teacher could then review the responses and provide feedback or students could view each other's graphic organizers and provide feedback.