One minute, one figure presentations: Scaffolding oral presentation skills with Paul Heideman

In a Nutshell

Students need to learn oral presentation skills. Oral presentations in most courses include a multi-day, step-by-step procedure to a formal presentation. In addition to fearful procrastination and the routine of public speaking stress, students feel keenly the added pressure of a grade. Particularly for freshmen, their graded presentations often follow very few opportunities to practice with feedback.

My goal was to deliver an experience to students that would offer practice and feedback. I wanted students to be fast and efficient, so I designed only brief preparation time, with relatively low expectations and low stress. I wanted students to practice being an audience as well as being a speaker because I wanted the speakers to recognize that a good presentation is an interaction — an interaction between the speaker and the audience. In that sense, a good presentation is a conversation. I wanted a mechanism to give a lot of feedback to students, with real critiques, but constructive critiques. I wanted these critiques to acknowledge their good decisions more than their errors. And I wanted my students to learn not only from their own presentations, but to learn as much or more by watching the other students present and by hearing my critiques. The result is the “One-minute One-figure Presentation”.

— Paul Heideman

Jessica Laury '19 explains the concepts behind "One-minute, one-figure" at the 2019 Teaching & Learning Symposium

Overview

Students were given a brief overview of my goals: to gain experience and information about oral presentations, with an approach that didn’t take much time, was focused on improvement and helped them realize that at this stage of their life, oral presentations are all about practice. The goal isn’t to be perfect (or even good). The goal is to experiment, practice, and learn how to talk with an audience.

Students were told: “This exercise was based on an idea suggested by students (true). Students who have tried the exercise generally respond that the experience really helped them understand how to be both a speaker and an audience member. If this turns out to be too hard for anyone, I want that person(s) to talk with me, and we’ll make changes.”

Students were given 12 minutes to develop a 1-minute presentation & one figure. I photographed their figures for projection during their talk. I timed their talks; students were notified after 45 seconds; gently cut off at 70+ seconds. Applause, but no Q&A; the focus was on feedback about the presentation. Both speaker and audience were assessed for their communication back and forth.

Paul Heideman

Daily Goals

Day 1: Just survive it!

For the speaker: Start getting a sense of how long a minute feels. For the first few presentations, we’ll be forgiving, because those are the trailblazers. Once people start getting a sense of the timing, I’ll be more strict with the time limit.
For the audience: After the first few speakers, I’ll watch the audience members more carefully: whenever the speaker happens to look anywhere near you, smile and nod your head. (This is practice; we don’t care how sincere it looks.) And we don’t care at all about whether or not someone finishes on time (but try). We won’t take questions after presentations; we are developing presentation skills. Questions would be a distraction.
Feedback: Applause and thanks (no comments).
Full credit earned for your attempt.

Day 2: Practice one thing!

For the speaker: Practice a common, powerful rhetorical device: repeating a phrase or sentence after a pause.
For the audience: All the way through each talk, when the speaker looks in your half of the room smile and nod. Speakers, take the time to look at the audience some of the time. We don’t care if you lose your place – you can just practice finding it again. And we don’t care if you finish on time. Full credit for (1) and (2), no matter how it’s done. [And if you forget (1), we can just have you do it at the end.]
Feedback: After some of the talks (not all), I mentioned one (sometimes two) things I noticed that I liked – things that were done well, and I explained why. Examples: “X acknowledged a response from the audience, was distracted briefly by it, but then recovered and continued. That’s great – that kind of pause and recovery helps the talk be an interaction.” “Y got stuck at the midpoint, and looked really nervous briefly, but then calmly looked at her notes and got back on track. That happens; the audience won’t care as long as the speaker is calm. That was nicely done.” “I noticed only one um or ah – that’s great! And that can be hard to do.” “Nice eye contact with audience.” By the end of that first session with 14 presentations, no one had received a negative comment, and all the students had heard a list of about 10-15 things that are good to do, and they had watched their classmates doing them.

Day 3: Pause, Emphasize, and Improve

For the speaker: Use another powerful rhetorical device: a pause after an important statement. Pauses carry meaning: they tell the audience: THINK!, & (2) EMPHASIZE one thing – a word or phrase – for importance – I want you to practice harnessing voice intonation and modulation.
Feedback: Today, I’ll keep mentioning things I liked. Today (or maybe in our next session), I’ll add one thing to work on for next time. Your goal today and later should be: Practice focusing not on the fact of a criticism, but rather on how you’ll improve. People respond defensively to being attacked. That’s a sensible reaction. But it’s often unhelpful, and even harmful. A well-meant and/or constructive critique that feels like an attack is a very human problem. Sensible use of constructive criticism is part of your development as a professional; work to recognize helpful critiques during practice and use them to improve.

Day 4 & 5: Add new goals to work on that might be specific to individual courses and assignments.

Day 6: Be conscious

For the speaker: Somewhere around Day 6 (presentation 6), I started asking presenters to tell us, just before their talk, what one or two things they were working on in that particular presentation. That could be eye contact, emphasis, pauses, volume, reducing ums & ahs (or like and you know), ….

Day 7+ … continue as long as you feel it’s useful.

Tips

How many one-minute presentations are useful/enough?

I feel the minimum is around 4. When I had done about 6, we had achieved much of what I wanted. After completing 6, in the course in which I used these most often, we continued with more one-minute presentations, but with different goals that included better/more appropriate figures, better content, and more preparation in advance. I felt that I could have gained my major goals with a minimum of four of these exercises – requiring only four class periods. The maximum number of students who were able to present in a 50 minute period is about 15 (that gives about 12 minutes for preparation, and 2.5 minutes per student to set up, present, and get feedback; it’s easier with 12-13 students). With a larger class of up to 25, I would split the class into two, with one half presenting on one day, and the other half on another day. The students who do not present on that day might do an independent exercise on oral presentations: One such exercise I really like is presenting to themselves in a mirror an easily available known SHORT speech, practicing varying tone, voice modulation, intonation and volume, with no ums and ahs, with pauses where pauses MIGHT be useful, and with hand/arm gestures. My personal favorite would be Lincoln’s Gettysburg Address, but any short speech that holds meaning to a particular student would be a good choice.

Why not allow questions after talks?

Because the point is to learn speaking and presentation skills, not to defend an idea. It’s hard enough to speak, so being worried about the questions and about the answers is a distraction. In this particular course, I never did allow questions from students. Those skills were built by in-class discussion sessions with Q&A. I wanted my students focusing on the presentations and the audience interactions. I think that was a wise decision.

Rubric

Records for the instructor?

By the third session, I was using a rubric for my records, and to decide what “one thing to work on for next time” I would offer; I don’t think it would have been helpful to use the rubric earlier. By the fifth or sixth session, I was having the students evaluate the others using my rubric. I didn’t use the rubric to grade the speaker; instead I wanted the audience to see some of the same things I had noticed. I found the rubric helpful to keep track of changes and improvement (and I graded solely on improvement from the earlier presentations to the later presentations; some students came with excellent skills, and I expected them to get better yet. Other students had very weak presentation skills, and I expected them to get better. The list below isn’t a complete list of everything I watched – I made comments on quite a few other elements of presentations, but this captured most comments.

Lessons Learned

A partial list of guidelines for instructors & students to watch, apply, and assimilate.

Every presentation is a conversation*. (* more precisely, it’s an interaction.)
Audience skills are important: interact with the speaker.
Audience feedback includes smiling, nodding, looking puzzled, or frowning.
When the speaker looks anywhere near you, practice smiling and nodding (vigorously; in this class, if you can make the speaker laugh or smile, that’s great!).
At first, in these sessions, don’t worry at all about your content. Get used to interacting with the audience.
Faking composure is sensible; later your composure will (maybe) become natural.
An important skill is regaining your place (and your audience): learn how to notice your audience, lose your place, and get back on track.
We don’t care (initially) if you don’t finish in time. But try.
Practice the following rhetorical device: adding emphasis by repeating a phrase or a sentence after a pause.
Pauses carry meaning: practice placing a deliberate pause after your most important point.
Body movement carries meaning.
Use uptalk (ending sentences or phrases on a rising note, as in a question), only when you choose to as a speaker. Audiences and individuals perceive uptalk differently, with some listeners interpreting uptalk as uncertainty. Others don’t. But since uptalk is quite possible to control, reduce or eliminate unwanted uptalk. (Uptalk was a common characteristic of my speech early in graduate school, partly because I was often uncertain.)
Practice in front of a mirror (for specific goals I’ll give – mostly movement, voice modulation, and emphasis).
Don’t compete with your own figures for the audience’s attention. (“Your figure [or text] was so interesting [or long, complex, or puzzling] that I stopped listening to you in order to think through your figure [or read the text]. Think about how to modify the figure/text so that your audience stays with you.
No style is best for all speakers. Find things that work for you.
Using detailed notes is OK, as long as the audience feels like you don’t have detailed notes (even when they can see your notes). If you tend to wander off topic or into nonessentials, detailed notes will help you stay on topic. But use an indented formatting style in your detailed notes to make it easy to refind your place after looking at your audience.
Practice the following: Emphasis on one important term or phrase. (Faking it is fine, for now.)
Practice dealing with an indifferent audience (audience yawns, closes eyes, looks distracted) or even hostile audience (everyone frowning).
Practice dealing with a distraction (phone ringing in the audience).
Practice ensuring that the audience WILL remember your topic, if nothing else.
Practice ensuring that the audience WILL remember your major conclusion, if nothing else.
Practice ensuring that the audience WILL remember your argument, if nothing else.
Practice increasing the chances that the audience will ask you a question. Hint: pauses help.
Check your chain of logic à have you skipped any steps the audience will need?
Practice graceful acceptance of critiques.
Practice graceful offerings of constructive feedback or critiques.
Once you know and have practiced the basics, changes to your talk aren’t necessarily ‘better’ or ‘worse’. They just change what happens. Match your presentation to your goal. E.g., “Normally I encourage emphasis and volume all the way through. But in your presentation this time, I think you experimented by starting very quietly, and then slowly building volume and emphasis to the end. Was that intentional? Either way, it worked – at the beginning your audience was straining to hear, and paying close attention, and at the end they were rocked back in their chairs.”

FAQs: Frequently Asked Questions

FAQ 1: What about a student who is paralyzed by fear of speaking?

Propose that the student present either with only the professor (if comfortable) or that they record themselves presenting to a mirror, and turn in the recording. There could be other options. I would talk with the student to develop a plan that would allow them to develop skills in a way that isn’t overwhelming.

FAQ 2: Why did you give 12 minutes during the class session to prepare the talk?

I wanted students to learn that they could produce a creditable short talk in just a short time. I wanted them to not just trust that other students weren’t taking more time, but to KNOW that other students were all following the 12 minute time limit. Why 12 minutes? It was arbitrary: with my original 14 students in the class, I back-calculated that 12 minutes for preparation would give enough time for each of the 14 to present. But in my senior-level class, I have them prepare before class on an 8- or 12-minute timer. Either amount of time seems to work well.

FAQ 3: What do you differently in a freshman course versus an upper-level course?

When used in an upper level class, a seminar style course with a dozen students, after first using them in a freshman course, I made the following changes: (a) assigned them to prepare a talk on anything from the day’s reading/video material that struck them as important, (b) had students prepare their talk before class, but still using a timer set for 12 minutes, (c) started giving my “one thing I liked …” comments on the first day of the presentations – but asking for volunteers who would be comfortable going early on that first day, (d) transitioned earlier to “one thing to work on” (after the first day, or second day for some students), (e) allowed students to choose the days on which they gave talks, as long as each student gave enough talks to meet my minimum number, (f) allowed more than one figure/slide/animation IF a student could explain how that might help them test a particular presentation technique, and (g) informed student that, if we needed to preserve time for discussion on a particular day, but more than five students had prepared a talk for that day, I was going to select randomly only about five students to present. In this particular course, (g) turned out to be unnecessary: after the three days in which all students presented, each student needed to present on only one-third of the remaining class days, and enough opted out on any give day that I never needed to select those who would present.
Finally, (h), some students were already excellent at most aspects of a presentation. For those, after watching several of their presentations to convince myself that they were very strong on all the fundamentals, I had them experiment: deliberately changing volume, tone, length of pauses, repeating phrases, often toward extremes. Or I had them practice different forms of audience engagement, such as assessing the effect of fixing their attention on individuals for longer than normal, staring off into space (or staring at the figure) for an unusual period after asking a question, or learning what would happen if they walked into the audience, or if they went to the back of the room, behind everyone in the audience (if, for example, they wanted their audience’s attention fixed on a figure, with only their voice and the figure available to the audience). Or I had them pretend that they were on a stage, with many in the audience far away and/or with an inadequate sound system, requiring that the presenter to exaggerate their movements, increase volume, and enunciate very deliberately and clearly.

FAQ 4: Might students begin to feel they should all develop the same presentation style?

I hope not. My goal is for students to explore and discover their strengths and weaknesses. I want them to practice what they can to improve their weaknesses, while further developing their strengths. Different students shouldn’t all present in the same way, though many good principles hold for all. And any principle of good presentation might be violated for a good reason. For example, a talk is usually weakened when virtually all of the spoken text is included on slides. But a speaker with an accent that is at times difficult to understand may gain tremendously by putting into slides all of their key spoken text. They must be unusually careful, however, with pacing to match the speed of the oral presentation to the visual presentation. They can never put too much text or competing images on any individual slide. Thus, a presentation that might otherwise be weak or ineffective can often be improved by accepting a weakness in one area in order to gain strength in another. I want my students to understand these trade-offs (or costs and benefits) and to make their choices consciously and wisely.
It is true that many presentation principles hold for all; some characteristics of a talk consistently detract from one’s message: frequent ums and ahs (instead of pauses), lack of interaction with the audience, speaking in a monotone, … and many other tendencies. All of these consistently reduce a talk’s impact. Overall, my objective is for students to understand that they should match their presentation to their audience and their goal. Sometimes, a monotone is good: it UNDER-emphasizes that specific element, and sometimes that’s a goal for a specific talk. Students should develop an adjustable, flexible approach to presentations.
(And see the next FAQ: on whether to allow students to present from detailed, printed notes.)

FAQ 5: Do you allow students to present from detailed written notes?

Yes! But I require that students make the choice consciously, for a reason. My own experience is relevant: many of my instructors told me I should always try to give a talk with no notes or limited notes on note cards. But my presentations without detailed notes caused disaster due to nearly overwhelming shyness and nervousness. I frequently paused for no reason in paralysis, forgot to deliver key points or summaries, used badly worded phrasing, took off on odd tangents, and unnecessarily focused on trivial detail. For the first 20 years of my professional life I was so nervous in front of an audience, essentially paralyzed, that even in course lectures I needed detailed notes. For professional conference presentations, an absolute necessity was detailed, printed notes that held my full talk nearly word-for-word. Because I couldn’t present without notes, I learned to develop effective detailed notes. I find that as long as a talk is developed to be spoken, using detailed notes is fine. The detailed printed notes are irrelevant as long as the audience feels that no notes are being used (even when the audience can plainly see the notes). That feeling occurs when the spoken words sound like spoken words to the audience, carrying appropriate pauses, emphasis, tone, and volume. Detailed printed notes can hold advantages, when used effectively. For me, that required practice in advance, rewriting my detailed notes to fit a spoken talk, not my written style. The detailed printed notes had to include indents and spacing between segments to create visual structure. The visual structure makes it easy to look up at the audience and then back down without losing place. Detailed notes also helped me place pauses precisely in places where I wanted pauses to allow the audience to digest an idea, a result, or a discussion point. Detailed notes helped prevent me from straying into unnecessary details or going off on a tangent. My students who have similar tendencies gain value from detailed notes.

FAQ 6: In what ways should the instructor develop the class atmosphere and gives instruction?

Especially at the beginning, it is important that the class hear many more positive things than negatives. Thus, in the first sessions, I comment only on “things I liked”, especially including items from the set of examples below. (1) Each “I liked” offers to all students something to try and achieve. (2) Each “I liked” emphasizes that I (and the class) will always notice a part of the talk that was genuinely good (even if imperfect). (3) Each “I liked” brings up a positive feature of a presentation that the students just observed. (4) In the aggregate, the accumulating “I liked” comments amount to a lecture on “things to do in a talk.” (5) The same content that could be delivered as a lecture is presented more vividly through examples – each student 1-minute talk – followed by “I liked….”.
SOME Examples:
“I liked X’s clear voice with modulation and emphasis;” “I liked Y’s use of her notes, because without practice notes are necessary for most of us, but I liked the fact that her phrasing sounded like speech rather than writing.” “I liked Z’s use of a pause after an important point in the middle of the talk. For a listener, pauses add emphasis.”“I liked A’s regular eye contact with individuals in the room.”“I liked B’s recovery; when B hit a spot that and stumbled over a couple of words, he recovered gracefully after a pause, and the rest of the talk was completely unaffected.”“I liked C’s use of hand movement, because her hand movement emphasized an important point.”“I liked D’s movement around the front of the room, because I noticed that the audience paid more attention when D moved toward them.”“I liked E’s joke, because it was short, exactly on topic, and emphasized a point.”“I saw an interaction with the audience I liked: our speaker F noticed J’s enthusiastic smile and head nodding, and it made F laugh, after which F smiled and went on. It was a speaker-audience connection.”“I liked G’s apparent calmness; from the front I could see that G was a little nervous, but it really didn’t show.” “I liked H’s ability to replace ums or ahs with pauses some of the time. That’s hard, and it was well done.”“There was a point at about the midpoint of the talk when J had a calm, clear delivery, with really nice pacing. That was on topic X, and the message came across really well.”
There are many more possible “I liked” comments – any group of students will offer many good things to mention. And students recognize that the talk need not be perfect, and they see that the “I liked” need not apply to the entire talk. For example: “I liked the fact that while K began quietly and without a lot of emphasis, two-thirds of the way through I noticed a good emphasis on one of K’s major points. That was great! If you can add emphasis once, you can do it more times.” A comment such as this, on an otherwise rough presentation, can isolate one good moment. These kinds of comments emphasize to students that improvement and good technique isn’t necessarily over an entire talk. I tell students that each small success they achieve can be repeated. We all build upon many small successes to develop strong speaking skills. I often tell the class, “If you can do X [such as remove ums and ahs] for 10 seconds in one talk, then you can do it for 20 in the next. And if you can do it for 20 seconds, you can do it for 40. Eventually, with practice, you can do it for the full talk.” I want my students to understand that as long as they are trying, they’ll steadily gain those successes. And with those successes, improved skills are inevitable.
Most of the time, students don’t need comments about negatives. That’s because each positive has a flip side that is the opposite: an implied negative. Students pick up each positive message (Eye contact is good!), but they don’t miss the underlying subtext of an implied negative (Therefore, not making any eye contact might harm my talk.)
A suggestion for instructors: Begin your own a list of common “I liked” phrasings, potentially including all of mine. It was initially quite hard for me to come up with the “I liked” comments while also paying attention to other elements of a talk. It helped me to have a handy list positive features I wanted to find in talks, and then be able to call attention to them.

FAQ 7: When should one begin offering “One thing to work on for next time” comments?

When students have learned and internalized many of the positives – when they are recognizing the good things they and other students are doing in their presentations, and they are also noticing many of the flaws, even though we haven’t talked about flaws yet. In my first course with freshmen, I reached that point around session 3 or 4, but in later trials I started on the 2^nd day of talks. I told students that the goal was to be able to accept constructive criticism gracefully, and to use an observer to help identify the most important single thing to work on for next time. By this point, each student was aware of common good principles for effective communication. Probably none needed to be told that they had the “one thing to work on” that I mentioned. But it helped them to have one thing to target at a time – some single thing to focus on for now, and not worrying about all the others.
I find that few students can correct or adjust many things at once (neither can I). And few can focus on a new and challenging adjustment for an entire talk. But all of them can focus on one thing once, at least for 15-30 seconds. And if they can do it for 15 seconds, they can do it later for 30. And if 30 seconds, eventually for one minute. And if for one minute, eventually for an entire talk.
The “one thing to work on for next time" phase also gives me a chance to comment on things that did NOT need attention. For example, I say:
“Some of you may feel that you should work on being less nervous, but there’s no need. As a person develops skills, and as they can tell that they are increasingly applying good technique, their visible nervousness steadily fades away. Trust me on this. I never have to tell someone to work on it: with experience, any of you will naturally get to a point where no one notices your nervousness, no matter how nervous you really are inside.”
OR: “There were some rough transitions, but that’s just because of lack of practice. When a person can practice a talk, those rough transitions smooth out naturally; often the transitions just become pauses that feel natural and add emphasis. Your transitions are not something I’m worried about.
BUT: I do want you to work on getting comfortable with pauses. Make some pauses deliberate. And when a pause happens, believe that that pause will add emphasis and give your audience time to consider your words.”

FAQ 8. What about grading?

Initially, I didn’t (and would not) grade in a conventional way. Full credit is for being present, alert, attentive, and trying in good faith to learn and improve, both as a speaker and audience member. I would, if I perceived someone not seeming to be trying, talk with them one-on-one. Thus far, it hasn’t an issue with any students. I also tell them: “I’m going to be grading you on improvements from where you are the beginning of the course, not on achievement to meet some standard I’ve set. I want to see you learn and apply the things you hear, watch, and experience. I’ll be looking for evidence that you’ve improved. And if you are working and trying hard at it, the improvement will be inevitable. LATER, though, around the midpoint of the course, I’ll be begin paying more attention to content and your presentation. That’s when I’ll start giving you more conventional grades”.
Because the focus of this exercise is on direct, immediate feedback and improvement, I graded my students on the response to that feedback in the form of improvement. They needed to become steadily better than they were at the start of their series of presentations.

FAQ 9. Do you do peer-critique or peer-evaluation?

By Session 5, I had the audience members write “one thing I liked” and “the most important thing to work on for next time” comments on three talks for that day (using a checklist), but only to hand in to me. I never used that scoring as part of the grades for their classmates; I didn’t want students to feel judged by their peers, and I didn’t want inexperienced graders affecting the grades of their fellow students. Instead, I asked the students to try to predict what I might say about that particular talk. I told them I wanted them to develop skills for constructive feedback to other peers in the future. I told students I would grade their critiques based on whether they saw some of the same things I did.
I considered having students give the “One thing to work on for next time”, but I never did. I think that verbal peer feedback would take a very trusting class atmosphere, which is possible to build, but I felt that relying on that trust for peer feedback would add stress to a class. It also requires a high level of understanding of an effective presentation. I wasn’t sure we would get quite that far, and I never felt comfortable with direct peer feedback in the course. I think that if ANY student turned out to be uncomfortable with peer-comments, given or received, I wouldn’t want that result.

FAQ 10. Why don’t you allow questions?

When I reached session 6 in this first course, I still hadn’t allowed any questions. And that’s because for the ‘presentation skills’ element, I didn’t and don’t want students to focus on the content. The content was generally good anyway, because they had learned content in other parts of the course. I wanted students to learn the features of effective talks, without being distracted by the content. I wanted them to learn delivery methods that help make a talk effective, without being distracted by presenting the content. And so I felt that allowing any questions would be distracting. Finally, questions also take a lot of time. And we didn’t need them: Students were paying close attention to each other’s talks. Near the end of the course, as we transitioned to more conventional presentations in which the content became more and more important, we finally added Q&A.

FAQ 11: What about feedback on the content of a presentation? Doesn’t content matter as much or more than the presentation skills?

Of course content matters, though I could make a strong case that excellent content can be ruined by poor presentation. But the one-minute one-figure presentations aren’t intended as the only part of a course. Students can and should develop content skills in other ways. Before developing this approach to one-minute presentations, I tried many times in courses and in my research laboratory students to improve skills at both content and presentation simultaneously. Those attempts always produced slow, weak progress. That same slow progress is what I recall from my own courses. When I was in college, every course I had in my major required at least one presentation, each with formal feedback from professors. But my improvement was poor; I remember the same problems at the end of college as at the beginning of college.
I think it is useful to think of improving formal presentation skills as exercises in multitasking and automaticity. We hope to improve many things all at once (multitasking), and we need most of them to become automatic, so that we can focus on delivering each new talk effectively. But multitasking normally produces poor progress: a large literature shows that we humans are poor at focusing on two or more disparate challenges at the same time. Unsurprisingly in hindsight, in previous courses I’ve taught presentation skill was where I saw the least progress and improvement. With this approach, helping students learn good principles, and focusing on “the most important thing to work on for next time” reduced the multi-tasking. When humans practice focusing on one thing at a time, that begins the process of building automaticity. Automaticity takes longer than a single college course, but nonetheless I’ve been surprised by how thoroughly students could change or remove a poor habit over just one semester.
Subjectively, when my students have been given many opportunities to focus on one thing at a time, they have improved quite notably. They improved sufficiently that after about 6-8 presentations by each student, I was sometimes giving feedback on how well their content reinforced their presentations, and how well their presentation skills supported their content. Elsewhere in each course in which I have used this exercise, we developed content, discussed content, and critiqued content. Improving presentation skills coalesced with their content as they developed and practiced their final, longer, formal presentations. With these one-minute one-figure presentations the major goal is to develop skills at effective delivery. I think it would be a mistake to try to combine content with delivery too much or too early.

Shared Resources

One-Minute_One-Figure_Presentations_Handout_4.29.2019.pdf

One Minute, One Figure handout

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