Seminar, Presentation, and Discussion Leading Skills

PARTICIPATION (Seminar, Presentation, and Discussion Leading Skills)

SKILL Outstanding (4) Good (3) Needs Improvement (2) Fails (1) Rating Seminar: Listening Student listened well to Student typically Student was often disengaged Student was so others’ comments; was listened well but – as a result of absences disengaged (either clearly engaged in occasionally was and/or failure to attend to the through absence or classroom discussions disengaged. discussions at hand when poor classroom present. behaviors) that his learning outcome has not been met. Seminar: Critical Student’s comments often Student typically was Student seldom responded to Student never Response reflected an awareness of able to truly keep a others’ comments in the responded to others’ other students’ comments, conversation going by seminar. comments in the either building upon ideas of building on the seminar. others or offering alternative comments of others, as ideas on those topics. Any opposed to offering disagreements were handled comments bearing no with courtesy, however. relationship to what was previously said.

Presentation: Strong organization of ideas Presentation was Presentation was generally Presentation was Organization facilitated the organized more often than disorganized, although still disorganized, with no comprehension of listeners. not, but there was an focused on the prescribed real controlling focus. Speaker was well prepared occasional lapse that could topic. A lack of preparation Little to no have led to confusion of and therefore could listeners. Some lack of was evident. preparation evident. effectively present ideas. preparation evident (e.g., Ease exhibited in use of any knowledge of ideas or supporting materials. ease with supporting materials). Presentation: Voice The demonstrated The presenter was The speaker exhibited The speaker was so outstanding voice control of generally skilled in this significant problems in terms weak in this area as volume, intonation, pacing, area, but had occasional of vocal control. to be completely grammar, and problems with speaking ineffective in pronunciation. too softly, mumbling, presenting material to monotone speech, the class. speaking too quickly, etc.

Pilot spring 2009 Presentation: Eye The presenter knew material The presenter Eye contact was weak, but Presenter read from Contact so well that he/she seldom maintained eye contact some attempts were made to notes or stared at the had to rely on notes (or the most of the time, but engage audience. projection screen. screen if Power Point is sometimes lapsed into used). The presenter was over-reliance on engaged with all listeners in notes/screen and/or the room focused more on one subgroup of listeners, failing to engage the audience as a whole.

Discussion-leading The student was strong in The student was The student was weak in at The student was so (Seniors only) all four of the areas noted in generally strong in the least 3 of the criteria in the ineffective in leading skills grid. He/she was 5 criteria noted in the skills grid, especially #5 – the discussion as to clearly the leader, keeping skills grid, but could engaging a number of have failed this discussion moving in an have been stronger in classmates. course assignment. effective and interesting one or more of them. fashion, without dominating the class. It was a lively discussion in which most of the class participated. Discussion-leading: The found relevant sources Some reference was Reference to Catholic social The discussion leader Catholic Social on Catholic social teaching made to principles of teaching was nominal, with no made no mention of Teaching related to the class Catholic social enhancement to the class Catholic social (seniors only) discussion topic teaching, but the discussion. teaching in the student could have used presentation. them more effectively to strengthen points made during the class discussion.

COMMENTS:

Pilot spring 2009