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.
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.