- The assignment begins as it normally would, but the culminating product now becomes a digital presentation using Google Slides/Presentation.
- The student/group-created presentation is shared via Google Drive as "Anyone with the link can view."
- The teacher creates a Google Form to collect the student's name, group name (optional), class name or period, and URL to their presentation.
- The end result of this is that the teacher now has one spreadsheet with a link to every student's/group's assignment.
- That spreadsheet can be filtered to show just one class or period at a time and, when it's time for a presentation, the teacher can easily access the presentation with one click on the URL in the spreadsheet.
- The student/group also creates a Google Form that acts as an assessment during the presentation.
- Questions should focus on elements from the presentation to encourage more engagement, but also big-picture, overall understanding of the content being presented.
- Be sure to also have your students/groups include evaluative questions based on their presentation skills, both slideshow and oral presentation.
- The URL or QR code can be projected just prior to the presentation by using the Google URL shortener at http://goo.gl.
- Student observers can quickly type the URL or scan the QR code and navigate to the form.
- During the presentation, student observers are responding to the student-created questions and submit at the end of the presentation.
- After the presentation is over, the student/group that led the presentation can use a Google Add-on called Flubaroo to automatically score the student feedback.
- Objective style questions are automatically scored while subjective questions are not...regardless, the feedback is available to the groups immediately following their presentation.
- Students/groups should then share the resulting spreadsheet of responses and Flubaroo results with the teacher via Google Drive.
- This will not only allow for the teacher to gather feedback on the group's presentation skills, but also on the participation/engagement of the audience.
This process, although it may seem lengthy in writing, can easily be implemented in your classroom and is a win-win for both teacher and students. Students are held responsible for creating their own assessment and evaluation and are able to immediately get feedback from their peers. Teachers are able to really become the facilitators of the classroom and yet still gather data on both observers and presenters. This all can, ultimately, lead to a discussion between teacher and student(s) on ways to improve their presentations and dissemination of information and oral presentation skills for the future.