Reading Response Presentations

The student(s) assigned to present has misunderstood a significant part of the assigned reading or reading section. Properly evaluating course material requires having an understanding that material (specifically, the kind of understanding aimed at by identifying and remembering goals, as well as applying and analyzing goals). Any confusion about the material itself can lead to a confused response to the material, which can, in turn, lead discussion astray.

• Meet with the presenter(s) ahead of time. Before section, schedule a meeting with the students assigned to present. Have a conversation about the material and encourage them to ask any questions they have. This will give everyone a good chance to catch any major confusions before they make it into the class presentation.

• Provide the presenter(s) with guiding questions. When presentations are assigned, provide the presenters with questions about the relevant materials. Use these questions to direct the students’ attention to key ideas, distinctions, arguments. This can not only help students understand the material but also provide them with a sense of what parts of the material are especially interesting to respond to.

• Gently intervene. If a misunderstanding does make it through to the in class presentation, and that misunderstanding concerns something significantly relevant to section discussion, you can address the error as a useful opportunity for clarification or elaboration on difficult academic material (rather than presenting the error as a flaw in the presenter’s work). Consider phrases like, “Oh, that’s actually a tricky part to follow, we should clarify what the author says,” “We should pause here to elaborate the author’s view,” and so on.

Students are especially nervous about presenting. Many students are already uncomfortable participating in group discussions, and the idea of being the center of attention for some portion of a discussion section can feel especially nerve-wracking.

• Do group presentations. Assign students to present in pairs or small groups. This will not only keep anxious students from having to be alone in the spotlight, but it will also provide students with an opportunity to collaborate ahead of time, encouraging students to make connections and discuss coursework outside of class.

• Meet with students ahead of time. Pre-presentation meetings can not only help clear up any misunderstandings about the material, but provide you with an opportunity to help students think through and structure their presentation ahead of time. Having a solid, TF-approved plan for presenting can help cut down the anxiety of public academic presenting.