Presentation Guide
Spring

Here are some ideas which may be useful in developing the presentation.

Introduction

“Hook” the audience with an intriguing bit of information, anecdote or quote.
Engage the audience: be interesting and the audience will be interested.
Employ effective eye contact and body language. Reflect enthusiasm for the topic; after all, this is your life!

Body of presentation

Include, as appropriate, information about personal, school, and internship experiences. Tell specifically what was done for Career Pathways: students should show that they have connected their knowledge and experiences to their future. Provide specific examples or details. (Saying that you survived a bombardment of paper airplanes by the fifth graders in your charge and you managed to turn it into a useful learning experience on aerodynamics is better than just saying that you learned a lot.)

Reflect application of learning

Give specific evidence of challenges faced, what student has learned about him/herself and how he/she has grown as an individual, a student, and a professional.

Organization, development and transitions

Plan carefully so that the development of the presentation is clear and easy to follow. More than in written work, transitions and signals are important. Be sure that the presentation has an introduction, support, and a conclusion. Make a memorable impression.

Language Use

Plan and practice so that the language used is appropriate to the subject and the audience. Employ Standard English; avoid slang.

Conclusion

Plan ahead for the conclusion. If the student gets lost or forgets part of what he/she was going to say, he/she can always key in on words that will begin the conclusion. Don’t just stop or say, “Well, that’s all.”

Question and Answer Period

Panel members will think of questions during the presentation. Rather than stopping the presenter, they will wait until the student has finished. They are interested in what the students have to say and are looking for clarity (not to trip them up). This is often the most rewarding part of the process when students can sit down, relax a bit, and reflect deeply on their experiences.