For years we’ve been working to give our physics majors opportunities to improve their presentation skills. We do a lot of oral exams but we also want our students to do well in more formal settings. We have a junior/senior seminar that the students take for 4 semesters, and they have to present in three of them. For their first one (fall of their junior year typically) we don’t want them to stress out over physics content so, assuming they don’t have a research project to report on, we tell them to give us a short presentation on a general physics concept that they understand well. This post is my thinking on how to improve that.
Typically students pick something like a projectile problem and they present it kind of like a mix between an oral exam and a mock teaching situation. The former is weird because it’s usually a really easy problem (for juniors) and the latter is problematic because that kind of presentation tends not to be how we’d choose to teach the material (no interactivity, for example). Normally we end with some token physics criticism/question but them concentrate on suggestions for how they could present better.
My biggest problem with this setup is how fake it is. It’s not the type of presentation they’ll likely be giving in the future. Then they’d much more likely be talking about a data-driven decision or conclusion they’ve reached. They likely wouldn’t be defending their understanding of a simple concept and they certainly shouldn’t be teaching like that (mostly dark room, only one person talking, etc).
So my current idea is to have them still have a pretty safe and easy thing to prepare but to have it be much more in the spirit of the types of presentations we’d like to see from them. I thought it might be cool if they could present their data from a lab they’ve already done. It might be a simple lab from general physics or something, so likely none of us would be surprised by the outcome, but they could be asked to approach it as trying to convince someone of the conclusions they’ve drawn. We could then really help them focus on what aspects of the presentation need focus (well done data plots, clear explanation of any theory necessary, etc). We still might make minor physics criticisms or questions but we could focus on the presentation skills we really care about.
I figure we could ask students in their first one or two physics classes to pick the lab write up they are most proud of and we could keep it for them to hand back when their juniors. We could do that early in the semester so they could have time to get their presentations ready.
Your thoughts? Here are some starters for you:
- I’m in this class and I like this plan a lot, here’s why . . .
- I’m in this class and this is a stupid plan, here’s why . . .
- Why not force them to do an actual experiment? You act like it’s only worth 0.5 credits or something.
- Would this work for the labs that are more along the lines of verification labs (“yep, I get 9.8 m/s/s”)?
- Why have them pick their best one? Maybe the lab instructor should pick it
- Maybe you could make sure that no two students do the same lab. Here’s how I’d set that up . . .
- I like presentations based on ________ better, here’s why . . .