Strategy

Oral Presentation

Interview, One-On-One Conversation

UDL 5.1

Oral presentations provide an alternative to written language. Students may answer questions from a teacher or peer in an interview format, or present their thoughts independently about a text, problem, or concept. Teachers can provide resources such as sentence frames and word banks, and guidelines such as time or length requirements (e.g., "Speak for 1 minute about ________" or "Prepare 4-6 sentences in response to _________"). Oral presentations can also assess students' comprehension and pronunciation of key vocabulary.

Implementation Tips

Choral Pronunciation Practice
Guide students through choral pronunciation practice of new or complicated words before beginning presentations.
Explicit Instruction
Devote a lesson(s) to explaining the qualities of a good presentation. Show a clip of an engaging presentation (perhaps one [[http://blog.ted.com/2012/10/17/9-talks-by-impressive-kids/|given by a kid]]) and have students observe what the speaker is doing with his/her voice, hands, and eyes. Record a class brainstorm of essential presentation behaviors (e.g., eye contact, voice modulation, etc.) and remind students to practice these whenever they present.
Additional Supports
Scaffold speaking assignments for English Language Learners, shy students, and students with speech impairments by providing models and opportunities for revision. For example, students may have the option to pre-record their presentation in private, editing and rerecording as needed. After asking a question to the class, teachers may write a sentence frame for response on the board, have the class practice it aloud together, then have students take turns completing the frame with their own ideas.

Examples

Math
Have a group of students prepare and present one step each of a multi-step math problem. Students can talk through their problem-solving strategy using a projector, whiteboard, or poster as a visual aid, and respond directly to questions from their peers or teacher. Encourage students to incorporate academic vocabulary (e.g., "sum" instead of "total", "integer" instead of "number").
ELA
To promote and assess reading comprehension, have a student verbally summarize a section of a text. Invite other students to add on to or revise the summary, then transition into writing time. Discussing the text first quickly surfaces any misunderstandings or needs for reteaching and helps students prepare to write independently.
Circle Time
Create an extemporaneous story during circle time. Begin telling a story and have each student contribute a line or idea. Record the story as students contribute to create an archive of their ideas that the class can return to later. Review expectations about appropriate content and language before beginning.

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