The Internet
TESL Journal
Using Poster Presentations with ESL Students
Mark Firth
f1markfirth ([at]) yahoo ([dot]) com ([dot]) au
Keisen University, Tokyo Nodai University, Obirin University (Japan)
Here is a way to organize students to make and present effective
poster presentations on their chosen topics in groups.
Background
After a couple of semesters trying to find ways to have students speak
about topics that they generate themselves I came up with the poster
presentation method as described below. This particularly works well
when you have students of different majors in the class as you will
find a good range of topics. Alternatively, if all students have the
same major you get excellent depth and detail.
Advantages
The advantages of these poster presentations include:
- lots of out of
class researching and use of class time for collaboration in groups;
- little or no reading of notes in the presentation;
- and, highly
motivated students working towards a final goal.
The project based
approach allows for a lot of one-on-one contact time with each student
because preparation for each topic takes half a semester to complete
and I can visit students individually during the preparation and
practice stages. Finally, the fact that there is an individual as well
as a team score is very fair and students really appreciate this.
I usually also make a listening notebook that students have to complete
while they listen to each presentation. After they have heard some 10
groups of pairs they submit to me the listening notebook for assessment
worth five percent of their grade. This really solved the problem of
students not paying attention after their own presentations were done.
Procedure
- Make one copy of the assignment sheet and an
assessment sheet for each student.
- Put students into groups of two or three.
- Have students brainstorm twenty odd possible
topics according to the theme and list them all up on the blackboard.
- Get a leader for each group to write their names
next to the topic that they would like to study (only one group can do
any one topic this way).
- Have students brainstorm everything they know
about their topics.
- Hand out the assignment sheet and read through
together.
- Get students to research the topic out of class
and design posters in class in groups.
- Have students write their speeches in simple words
using the key words and sections on the paper.
- Coach students in their verbal and non-verbal
communication.
- On presentation day, put posters up around the
room with two groups at each station (you will need tape or magnets for
this).
- Have students present to each other, complete
listening sheets if you wish, and rotate.
As the students rotate around the room, their presentation
progressively improves because they are presenting numerous times.
While they rotate, I also move around and assess the students myself on
the assessment sheet below.
Notes
I also book a computer room a couple of times for students to do
research and type up their poster headings etc. in very large font.
I vary the topics according to the university I am working at but the
procedure and format stays the same.
Teachers can make their own assessment rubrics according to the
criteria they wish. I usually put two rubrics on one page – one for the
individual score and one for the team score. Remember to give it at the
beginning so that students understand how they will be assessed.
Assignment Sheet
This semester we will be focussing more on your researching, discussion
and presentation skills. There will be two main thematic units of
study, these are:
- Unit 1. Health – diseases and disorders.
- Unit 2. Social issues abroad.
For each unit theme, you will be required to research a topic IN PAIRS
which interests you both. You will make a poster showing your
research,
and make a small group presentation at the end of each unit.
Assignment 1 – Diseases and Disorders – Poster Presentation
Guidelines
Goals:
- To encourage you to consider and learn about
various health problems that exist.
- To use a broad theme of study to improve
English research, speaking and listening skills.
Within the general topic of health you will be required to research and
present on one specific type of disease or disorder. Your poster should
include the following sub-headings and information (other sub-headings
are acceptable also):
- Definition/s: This
should include various forms and degrees of severity of the
disease.
- Rationale: Why did you
chose this topic to research and why it is
important to know more about it.
- Treatments: Conventional
and alternative medicines if applicable. Side
affects of treatments.
- General Information: Who
is at risk by age, location, health ...
Use large photos, pictures and graphs where necessary.
- Societies and organizations:
Groups of people who are involved in the
prevention and cure of the disease/disorder.
Assignment 2 – A Social Problem Abroad – Poster Presentation
Guidelines
Goals:
- To encourage you to consider and learn about the
social problems that people or communities overseas may face.
- To use a broad theme of study to improve English
research, speaking and listening skills.
In assignment 2 you will be required to research and present on a
social issue/problem that affects people in another country/other
countries but is not a major problem in Japan. Your poster should
include the following sub-headings and information (other sub-headings
are acceptable also):
- Definition/s: Define all
the relevant terms to the social issue.
- Rationale: Why did you
chose this topic to research and why it is
important to know more about it.
General Information:
- Who is affected by age, location, community, culture, belief ...
- The extent of the problem
- History of the problem
- Photos, pictures, graphs …
- Societies and organizations: Groups of people who are involved in
helping those affected by the issue.
* All written information should be typed (very large, Times New Roman
font) and put on to the poster – Key points only, no sentences. Color
is encouraged for pictures, graphs etc. Props are also helpful. Be
creative.
Conclusion
I particularly enjoy listening to presentations on topics I personally
have little knowledge about. The high level of motivation as students
are really engaged in their work is always a rewarding and satisfying
experience for the students and myself.
The Internet TESL Journal, Vol. XII, No. 11, November 2006
http://iteslj.org/
http://iteslj.org/Lessons/Firth-PosterPresentation.html