# data[].attributes.body
PKs- Is very simple and straight forward for the kids to understand. I also like how the point value varies and the less choices, the easier it is to understand where there is room for improvement. However, I wish there was more room for subjectivity.

Mitch's - I like the guideline it provides and I can see how this is a good rubric for the students to plan their presentation, it's a checklist of things to handle. However, I wish there was room for more than just yes/no.

-Simon

# data[].attributes.headline
I like the simplicity of Mitch's rubric-- it is clear, and if the student is paying attention, then it is easy to follow and figure out how to do well.

# data[].attributes.subject
I like the simplicity of Mitch's rubric-- it is clear, and if the student is paying attention, then it is easy to follow and figure out how to do well.

# data[].attributes.body
Simon's rubric is also clear and concise, easy for student's to understand what is required of them.

# data[].attributes.body
Economic Commentaries

# data[].attributes.body
Oral Presentations

NILSEN

Oral presentations will be graded upon two factors: knowledge of subject and presentation of subject.

Knowledge of subject: it is to be expected that the student has done a thorough job researching his or her topic.  The material should be presented in a thoughtful and compelling manner.  Please guide to focus on the historical significance of the topic.  Everyone has been born, and everyone shall die, if they haven't already.  Please be careful about putting in such facts; they aren't necessarily interesting.  Instead, describe to the audience the important material, while occasionally dipping into the bizarre or funny in order to add zest to your presentation.  Be careful, however, to stick to the facts; attempts to "spice up" historical material by the addition of falsehood, even for the sake of entertainment, is a form of academic dishonesty.

Reasonable questions asked by either students or the teacher should be answered with authority and completeness.

Presentation of subject: in an oral presentation even the most exciting subjects can be made dreadfully dull.  Your job is to avoid this mistake.  Intonation, eye contact, hand gestures and personal excitement can draw people in--even into a subject they care little about.  Be careful with Power-point presentations!  Of course, nervousness can be debilitating; don't worry about this, nerves shall be accounted for during the grading process.

The more confidant the speaker feels, however, the better the presentation will be.  Therefore, it is essential that the presenter know the subject.  It is hard to act with composure if your knowledge is pretense.  Costumes and visuals, while occasionally helpful, do not necessarily help your grade.

Do not drone on and on and on.  Your grade will suffer.

Here are some guidelines:

1) Do not simply read your speech.  I would suggest a couple of small file cards with several key words or major phrases upon them.  You are simply trying to "jog" your memory--if you already know the subject you do not need more than this.  Nothing bores or irritates the grader more than to watch someone read a speech.

2) Make eye contact.  If looking directly at people makes you nervous, then look slightly over our heads at the back wall.

3) Be careful with "visual aids."  Tiny pictures of your subject matter do not help your presentation.  Furthermore, unless you explain pictures or other material, then it is often a distraction.

4) Do not wear a hat or something else that will cover your face.

5) Try to move and use hand gestures.

6) Try to avoid saying "uh" or "umm."

7) Do not chew gum.

8) Do Not Go Too Long!

Scoring Rubric for Oral Presentations

PRESENCE & SPEAKING SKILLS                                     5 4 3 2 1 0

-body language & eye contact

-connection with the audience

-poise

-correct usage of vocabulary and grammar

-understandable (rhythm, intonation, modulation)

-spoken loud enough to hear easily

-spoken, not read

ORGANIZATION                                                                    5 4 3 2 1 0

-clear objectives

-logical structure

KNOWLEDGE OF THE SUBJECT                                      5 4 3 2 1 0

-pertinence

-depth of commentary

-able to answer questions

VISUAL AIDS                                                                           5 4 3 2 1 0

-PPT, posters

-handouts

-audio, video, etc.

OVERALL IMPRESSION                                                      5 4 3 2 1 0

-very interesting / very boring

-pleasant / unpleasant to listen to

-very good / poor communication

-went past time limit

TOTAL SCORE: _______ / 25 (x 4 = 100)

# data[].attributes.body
I like that it looks relatively simple to check-off for grading and so that the kids can easily run through what is expected of them.

Question/critique would be is there a separate sheet that explains what each acronym or standard is? Obviously this is something the kids probably know, but do they have the same thing with the expectations explained?

# data[].attributes.body
Simon, I like that you have one standard that states the base expectations and that the kids can go above or below it.  It's simple and easy to grasp.

Critique would be that the format be a bit easier for the kids to read and digest; it took me a little bit to process, but I guess this is moot if you review in class.

# data[].attributes.headline
Mitch's and Caswell's criteria is very specific and detailed. My only suggestion would be by providing so much information, the most important points may be lot to the kids.

# data[].attributes.subject
Mitch's and Caswell's criteria is very specific and detailed. My only suggestion would be by providing so much information, the most important points may be lot to the kids.

# data[].attributes.body
Part 2

# data[].attributes.attachment_link.title
Unit 6_Causes of WW1_Socratic Seminar Rubric

# data[].attributes.body
Thank you all for contributing to this online discussion. For you comments, lets just make a post that contains your thoughts. I'll start:
1) I like Mitch's expectations for his presentations. While it isn't written out in a hand-out, it is a great example of the types of things that are expected in good presentations. I think it would be easy to turn this into something tangible that can be handed to students before they present. There is a lot of benefit to letting them see exactly what is expected.
2) I also like what Bonnie has shared. It is a more formal type of hand out that gives a very clear precise list of expectations. One of the problems I have with this type of rubric is that when they are overly specific, I find myself wondering how to score someone that is "kinda" in one bracket. I think if the IB rubrics and how sometimes I have to assign a grade based on their expectation that does not necessarily reflect what I am looking for....

# data[].attributes.body
Part 1

# data[].attributes.attachment_link.title
Unit 6_Causes of WW1_Socratic Seminar Guidelines

# data[].attributes.body
Bonnie used this for an oral presentation

# data[].attributes.body
Bonnie used these for oral presentations

# data[].attributes.body
Simon's single column rubric for poster w/ presentation

# data[].attributes.attachment_link.title
Renaissance Poster Presentation Single Column Rubric

# data[].attributes.headline
Shipley's Rubric for Korean War Presentations Presentations:

# data[].attributes.subject
Shipley's Rubric for Korean War Presentations Presentations: