Presentation: Conception, Costs, and Consequences (3C’s)

Often students approach oral presentations without a scaffold or structure to assist them to get started much less excel.  Some simple parameters will assist them to step back and reflect on the process more than just the performance.  For each presentation, students can prepare by considering their conceptions, costs, and consequences.

Presentation: From Story to Performance to Production

Rather than prescribe a method for oral presentations, this article begins by examining the conception that all presentations, both written and oral, seek to tell a story.  It then presents the idea of the moment of the performance as a more involved view of this activity.  Then, the production is facilitated by considering the Message, Medium, and Moment of the performance.

Presentation: Begin With the Student

I have spent many years investigating effective instruction around oral presentations supported by modern educational tools and have found a dearth of materials and studies. This article presents a key recurring observation about the way we teach oral presentations.  Students must be our starting point, and be provided with very general reflective tools and structures applicable to a wide variety of situations in order to facilitate them attaining their own goals successfully.

Curriculum Instructional Design: Interacting Impacts

Curriculum and Instructional Design (CID) must consider many aspects involved in education. Before deciding upon a plan for education, designers examine the influences on the learner at the point of contact. These include the teacher, the content, and the learner in the larger world context.

Curriculum Instructional Design: PIERS Planning Process

Educators use a process for planning what will occur in class.  Then they evaluate the results when put into action by reflecting and collaborating, teachers ensure continual improvement.  The PIERS perspective highlights this iterative and ongoing nature of the planning process: Plan, Implement, Evaluate, Reflect, and Share. PIERS will assist with this process.

Curriculum Instructional Design: Scope of Work

A balance between curriculum and instructional design exists for each project.  Curriculum and instructional design encompass overlapping areas of work. The scope of work depends upon the parameters in each situation. Typically the level of design and layers that exist dictate what individuals and groups complete which sections of the work.