How do I prepare for a group presentation for a college class assignment?
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If you can choose the subject pick one that you have an avid interest in.  Plan the main points that you are going to cover, then expand on each of those.  Time your presentation carefully, but have a few extras up your sleeve just in case you run dry.  Try to think of questions that may be asked & have the answers ready.  Good Luck
255422
First: Choose an issue that you are intersted in and/or that affects your audience.  Your audience will know if you are detatched from your subject.  \n\nThen: Choose one aspect of that issue.  For example if you decide to do something about social security and you are a young student, you might want to focus on the effects of the baby boom generation on the likelyhood that you will be able to collect social security when you retire.  This may sound complicated, but it will help you in two ways: \n\n1.  It will help you lower the amount of informationyou have to go through.\n\n2.  It will allow you to thouroughly cover your topic in a small amount of time (I am assuming that you are a student doing this for a class and don't have a lot of time)
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That the class is "special ed" is not important to the content of your presentation.\n\nAncient Japan topics:\nSamurai and/or code of Bushido\nthe Hun invasion and the Kamikaze storm\nTea Ceremony\nMythology and Gods\nbuilding architecture\n\nModern Japan topics:\nsymbolism and culture in Godzilla movies (did you know that Godzilla is representative of the US during world war 2?)\nJapanese business ethics and structure\n\n\nGeneral topics:\ncaligraphy and art\nhow does an over-populated island nation support itself? (economics)\nthe development of Japanese language and writing (there are THREE alphabets)\n\n\nIf any of these get your interest, you want to narrow your topic by asking questions about it, and then picking ONE question to answer in detail.
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Sure... but it's not really much of a presentation.. as in, most presentations are expected to be rehearsed and planned out... yours would be a dialoug and improvised... so ask your teacher first.
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Body language is key! \n\nStudies have shown that people start judging a presentation from the moment the person is called up from their seat. So while sitting and  anticipating the moment, sit straight with a feeling of optimism, not with that of dread. When called upon, never schlep up front as though a sheep led to slaughter. Stand and walk with confidence with deliberate steps. Turn to your audience and talk "with" them....not "at" them. When I'm presenting, I often believe I'm only talking to 3 or 4 people vs. 200. It helps make your audience feel you are personalizing your topic just especially for them. If you "disconnect" yourself by speaking about a topic instead of pulling your audience INTO the presentation, you will lose your audience. Involve them......make them feel they are as integral a part of the presentation as you are! Gestures, proximity to your audience, facial expressions, laughter and smiles all are part of a positive presentation that will leave your audience clamoring for more! Good luck......and let us know how it goes!
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Always look towards the back wall of the class room when speaking.  That way, you look like you are looking at the audience.  Pick a spot right above their heads.  \n\nMake sure you are comfortable with your topic.\n\nPractice in front of a mirror, then in front of the friends that you know will heckle you.  That way you are prepared for distractions.
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You might start out with bringing the class right in on the topic by saying something like...  Can someone give me a definition of "Attitude"?  You may get one or 2 responses.  If you don't get any, then you can jump in with your definition of it.  You might even ask if they can tell you when someone had attitude with them.  Also remember to use a couple of different types of media for your presentation.  It can be slides, writing on chalk board, handouts, etc.  Good luck.
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Make as many power point presentations as possible. \n\nAlso, use the board to write out things you want them to learn and remember. One teacher I used to evaluate used to put an outline of the day's lesson on the board and followed it closely. That way the students knew what the points she was going to cover were, and they were able to see where they were in the lesson by looking at the outline. This technique was also valuable to absent students because other students in the class had notes in the order they were given and discussed.\n\nIn my own teaching, I used to agree very much with Ted Sizer and his theory of student as worker. My students were required to give 6-7 oral presentations in groups of 3-5 by blind draw. In giving the presentations, they were required to create visuals and to use them as they presented. They were taught to organize and use their visuals in such a way as to eliminate the use of notes. Each group was given a set of questions to respond to, all of which required research and extensive reading. This was a visual and oral activity for the most part and was very successful in that the students learned much and enjoyed the process as well. \n\nGood luck. I hope this helps.
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Just speak from your heart. Try to think of a main point to make, and then some supporting points. Start with something to get their attention, then end with a summary of what you spoke about. \n\nPractice in front of mirror a few times, don't memorize word for word, just memorize an outline.\n\nMake eye contact with a few people around the room.\n\nTry to avoid saying um...\n\nYou'll do great!
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Be prepared, Have an agenda - Allow people their say BUT control it so it does not deviate from the main theme. Ask if everyone one knows each other - if not ask for an introduction from each participant to include name and function within company/ business/ meeting - Always appoint someone to take the minutes of the meeting - this you can always refer back. Above all enjoy it and keep it focused.
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Stay on Top-ic\nHow would you like to prepare a presentation in half the time and with better results? Do you think this is possible?\n\nIt's all a question of getting organized, even for a one page paper, or a 10 minute presentation. There is a basic technique which works well for the preparation of many presentations, reports or articles:\n\nChoice of topic, brainstorming, research on the Internet and in libraries etc., sorting, table of contents with chapter headings; key words for the chapters; writing the chapters; conclusion; thinking of more interesting headings or a better title. \n\nThis principle is valid for the preparation of both, spoken and written presentations.\n\n1 The Topic\nFirst you need a topic. If the topic is not given, you can use a working topic at first and find a more attractive one later, e.g., working topic,  How One Can Use a Towel.\n\n2 Brainstorming and Research\nWrite down all ideas for the topic which come to your mind, without judging them. Have fun with it, be inventive, creative, even silly. E.g. for drying skin, body, ink; for making a sun roof; for cleaning the floor, the car, the sofa; for carrying laundry or other things in it; for playing a trick on the teacher; for making a jacket; for filtering water, etc. Research all possible sources, make notes.\n\n3 Sort\nSort out the ideas from your research notes and your brainstorming you want to consider, e.g. drying things; carrying things etc. You may not want "playing a trick on the teacher." You may want to limit your ideas to very few examples, if you want to write a brief report or article.\n\n4 Make a Table of Contents\nThe general order is:\nA Introduction, \nB Main chapters or main paragraphs,\nC Conclusions. \n\nNote down in key words the thoughts, ideas and facts you want to place in each section of the table of contents. This helps you to avoid unnecessary repetitions. Do not start to write the introduction or the chapters, before you have the table of contents.\n\nExample: I once saw a book with excellent material, but the writer had not made a table of contents before he started writing. The result was that he repeated the same thoughts in different words all over his book, which is boring to the reader. To repair the repetitions, when the book is done, is hard, hard work and sometimes impossible. It is much easier and better to do the table of contents and then start writing. When writing books, the table of contents may sometimes change in sequence while writing the chapters.\n\n5 Introduction\nE.g. ask a thought provoking question as introduction for a report: Is a towel merely good for drying the skin? Yet, do not give the real answer here, but later. Or give a funny answer. \n\nOr state a problem you have come across, e.g.: There are people having too many towels, these could serve others, who need them, in many ways. \n\nIn the introduction, you have to get the attention of your audience or readers! Be thought provoking, funny or original: Today, I wanted to tell you about my towel I wore on my head (everybody may wonder what this is all about).\n\n6 Main Chapters or Main Paragraphs, Headings\nChapter 1 - Towels in the House\nChapter 2 - Towels on the Beach\nChapter 3 - Towels on Boats\nChapter 4 - Towels in Space Crafts\netc. \nE.g. you want to cover the towel colors in Chapter 2, the quality of towels in Chapter 3, and the size of towels in Chapter 4, instead of a more tiring approach to cover all three thoughts in every chapter.\n\nRethink Topic\nIn the end, you may sometimes want to formulate the headings for these chapters or paragraphs with more variations. Instead of saying "Towels in....," "Towels on....," you may say, "Beach Towels," or, "Is there Space for Towels in Space Crafts?"\n\n7 Conclusions\nHere you summarize what you found and elaborate on it, or you state what you feel is further interesting, e.g. the space for towels in space crafts, if you have not
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1) Brainstorm.  Start with a list of everything that you can think of that you may want to include in your speech.  This is a stage where you generate ideas, so turn off your censor/editor and WRITE EVERYTHING down that you can think of.  Even if your ideas are dumb, they may help you think of other ideas after you have something written down.  Set a time limit for brainstorming so that you have to think quickly.  try 2-5 minutes.\n\n2) Pick your best idea and start with that.  In a speech, it's good to start with something unusual, something memorable, funny, etc.  Don't start with the boring stuff.  You want people to lean in to listen.\n\n3) If you're trying to think of an approach to start, you could begin with:\n\n--Your first impressions of the two teachers.\n--Accomplishments that people may not know about the teachers.\n--Statistics about how many students they've impacted, or some accomplishments of the students they've instructed.\n--Point out/remind people of a lovable/quirky trait about the teachers.  Like a common phrase they use or their trademark green sweater and purple tie, who knows?  (Be careful not to offend) \n\n4) After you have a rough draft of the speech, read it out loud.  If it doesn't sound like you're having a normal conversation, edit it so that it sounds like you're talking to someone.\n\n5) Rehearse the speech to a person who doesn't know the teachers.  Ask for honest feedback about areas that could be improved/shortened/lengthened.\n\n6) Rehearse the speech to a person who does know the teachers.  Ask if it's a speech that honors them, and again honest feedback for improvement.\n\n7) More ideas on brainstorming:  When I was a writing tutor, I often had to get students to brainstorm on a topic that they felt stumped on.  I'd ask them some questions about their topics similar to the following prompts.\nTry any of these prompts to get you going, and freewrite about them:\n\n--If each teacher was a color, what color would he/she be and why?\n\n--What would your grandmother have to say about these teachers?\n\n--Name some traits about these teachers that you wish you had.\n\n--Name some things about these teachers that most people don't have.\n\n--Why could this teacher never be replaced?\n\n--List some things about these teachers that students may not know.\n\n--If the teacher was a character from Shakespeare/Bible/Dickens/ (other classic literature), who would he/she be, and why?\n\n--If the teacher was a character from The Real World/The O.C./Survivor/Desperate Housewives/(Other popular show), who would he/she be, and why?\n\nGood luck on generating ideas!
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I would suggest to not memorize words, but learn the subject, understand the topic. \n\nMake a list of key points you want to make and then elaborate it with what you know. If you are allowed, bring in note cards with the key points to get you started. \n\nWhen you understand what you are talking about, it will become easier for you to speak about. You can also give it your own twist by putting your own personality to the presentation.  \n\nGood Luck!
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Check out the 100 Creative Presentation Ideas on this link: http://www.best100ideas.com/ideas01.shtml . You may also contact me for more info and ideas.\nGood luck with your presentation!
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it depends what facilities you have in your class... if you are still in school.. you can try it with projector:). and bring loads of good materials linked to your subject. have good eye contact with people sitting infronto of you... ask themn questions.. give them opportunity to ask question... if you can find posters or pictured related to your subject... show them...\nspeak.. but dont give lecture.. just behave as if you are telling them a story and you should have good sence of humour :)
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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If what you need is unusual presentation ideas, check out the 100 Creative Presentation Ideas on this link: http://www.best100ideas.com/ideas01.shtml . You may also contact me for more info and ideas.\nGood luck with your presentation!