Purpose

Presenting the results of one's research orally is one of the professional historians' major ways of sharing their work. It usually happens in the formal context of academic conferences, where historians present their findings and take advantage of questions being asked by members in the audience as useful feedback. Some presenters are dry as toast, essentially reading a paper in front of an audience; others fully take advantage of the fact that they are presenting material orally to add texture to the written text.

In the context of class, the purpose is similar: to make the entire class benefit from the results of your own research, which adds to the scope of the course, since most students will be studying a topic in some depth, beyond what the class lectures cover. It also allows you to possibly fine-tune some of your conclusions before submitting the written report on your research assignment.

The nitty-gritty

Length: 

Presentation length may vary and you should check with the instructor what length is expected for your specific course. 

• Most presentations of research scheduled at the end of a term should be around five minutes per person (ten minutes for a team project). 

• Presentations of articles for discussion (in seminar or semi-seminar classes) generally allow around ten minutes per presentation.

Supports to the presentation: 

It is entirely allowable to have audio-visual or other supports that enrich the presentation, provided that their use does not extend the time allowed for the presentation. When in doubt, check with the instructor. Some supports that are commonly used include:

• PowerPoint or other presentations (Google Slides, Prezi, etc.). See section below on tips to prepare a successful presentation.

• Handouts, as long as they are supportive of student learning and not distracting

• YouTube videos (but they should not replace your own presentation of the information and they should be very short)

• Accessories (costume, some easy to install stage set, etc.)

• Student engagement activities (games, quizzes. etc.)

Be aware that time is limited and an overall reorganisation of the classroom layout is generally not permissible; if you wish to stage a debate, for example, first check with other presenters of the day that that specific layout will not be an impediment to their presentations and ensure that the desks or tables have been set before the beginning of that day's class. Remember that collaboration amongst presenters will ensure the success of all.

How to dress: 

It is not necessary to be dressed up as though you are going to a job interview to do a class presentation. However, be aware that you should be dressed "professionally". A standard guideline is to "dress like the audience, but just a little better". Generally, clean, non-distracting clothes are best. A few things to avoid:

• Hats, including ball caps (unless they are used as a prop / costume and are part of the presentation). They tend to hide your eyes and thus reduce your capacity to fully communicate to the audience

• Clothing that includes loud logos or illustrations; they distract the audience's attention and in some rare cases may be triggering to some members of the audience.

• Costumes that constitute cultural appropriation. One of the goal of a history education is to explore and understand mechanisms of power amongst people. Wearing attire that is part of another culture's sacred practices, or generally borrowing from cultures that have been historically marginalised or ostracised is not acceptable. If you are not sure what this means, or whether a costume or accessory you wish to use is appropriate or not, check with the instructor.

Preparing for your presentation

Your presentation will be made up of the highlights of your research project. Do not try to cram in your entire paper by reading it fast in five minutes. You need to make choices guided by some of the following principles of effective communication:

• Know what you want to say (what your key message is). This could be the thesis of your paper, the most illuminating aspect of your community service learning experience, or the insights you have gained about a historian's work by reading their book or article. Knowing this will allow you some flexibility when you are presenting: if you feel you are running out of time, you will be able to know what to cut out, while keeping the essential take-away message intact.

• Articulate your ideas clearly (to yourself) before presenting. Know what the outline of your presentation is (and here using a presentation software or handout, or simply writing the key points on the board may help guide your audience through your presentation.

• Avoid making too many points. Have one key idea and possibly three-four core points supported by evidence / anecdotes. Any more than that and your presentation will go over time and you will lose the audience's attention.

• Be enthusiastic. Emphasise what it was about your project that was illuminating, fun, or puzzling and got you wanting to know more. Enthusiasm goes a long way in getting the audience "on your side". Your audience will care if you show that you care. That does not mean that you need to hide the aspects of your project that were less enthralling, but they do not need to be front and centre.

• Use storytelling to make your ideas come alive. Anecdotes and stories provide the audience with an easier way to remember your presentation. They make the audience wonder about what comes next and keeps it engaged. Ensure that the stories reinforce your key ideas and that they are not used as a distraction or to fill in time.

• Do not worry about impressing the audience. You are there to share the results of your research to a supportive audience, amongst which many other students will also be presenting their own research.

• Prepare, but don't over-prepare. You are probably nervous about presenting before an audience; that is absolutely normal. In fact, if you were not nervous, it may indicate that you are not very enthusiastic or that you don't care. Preparing for a presentation means knowing the topic well and rehearsing the presentation a few times in front of a few trusted friends who will be honest enough to provide constructive feedback. However, if you write out a text that you read out in front of the audience, no matter how well crafted it is, it is likely that the audience will feel disengaged. Have your points ready, have some written notes if necessary as a security, but don't feel you need to read everything out. Also, unless you are presenting a skit, memorising a presentation and rattling it off will likely look and sound woody and inauthentic.

• Prepare to fit in the allotted time. It is rude to go over time, especially in the context of class, where presentations are tightly packed. If you go over time, you will be interrupted by the instructor and lose points for the presentation. As a rule of thumb, a page of double-spaced text takes about 2 minutes to read. So does a standard PowerPoint slide with substantial content on it. Plan accordingly for the length of time you are allowed. That being said, remember that you will likely speak faster than when you rehearsed, but not to the point that you can cram a ton more information. Prepare your presentation in a way that you can have minor elements to add or remove according to how time goes.

• For team presentations, be clear on how you will collaborate while presenting. Having a script is useful, even though you may not be reading from it, if only to remember who is presenting what information, and possibly who is working the controls of the presentation if there is one, or leading an engagement activity. Team presentations require a higher level of preparation than do individual ones, because fumbling amongst team members will definitely be visible to the audience.

On the day of the presentation

• Arrive early. This will allow you to do whatever setup you need to do and to coordinate with other teams if necessary.

• Have all your materials ready. If not, you may have to have a plan B. If you are using a PowerPoint or other presentation, ensure that you have sent the file or link to the instructor at least the day before so it can be loaded up and ready to go on the day. If you have handouts, either send them a day early to the instructor for printing, or have them ready to distribute.

• Remember to breathe. You are nervous, and that's O.K. If it helps, acknowledge it at the beginning of the presentation, take a deep breath, and then take the plunge. It will get easier as you go.

• Listen to the other presentations before and after yours. Do not try to do final preparations while others are presenting. You want the audience's full attention. Give yours.

• What if you or a team member unexpectedly cannot be there on that day? Life does happen at times, and people fall ill or inclement weather can prevent them from attending, especially in winter if one lives away from Red Deer. Try your best to be there and plan for the unexpected. This means getting enough sleep and eating well to avoid end-of-term exhaustion and illness. If you do live away in an area where snow clearing is haphazard, for example, and the weather is uncertain, try to stay at a local friend's place the night before an important presentation to avoid being caught in a snowbank. In any case, if despite your best efforts, you or a teammate cannot attend, advise the instructor as soon as possible to see if alternate arrangements can be made.

Using presentation software (PowerPoint, Google Slides, or others; for Prezi, see below)

Presentation software can go a long way to support your presentation and create engagement, but it can also be an impediment and even detract from the oral presentation. In order to create a successful presentation, remember these general principles: