Communications 11

Communicate Ideas and Information
(Presenting and Valuing)

It is expected that students will:

create clear and appealing oral, written, and visual presentations using a variety of tools and techniques
demonstrate pride, satisfaction, and confidence in their ability to communicate in a variety of formal and informal contexts, including workplace contexts

To view the prescribed learning outcomes for Communicate Ideas and Information
(Presenting and Valuing) in grade 12 click below.

Invite students to discuss what information about their community they would give to a newly arrived teen. Using the ideas generated, have students prepare a “best of" guide to their community for teenagers. The format of the guide could be a video, pamphlet, audiotape, newsletter, or web page. Have students present their guides to the class and then offer the finished products to students, counsellors, or the local paper.
Introduce students to the techniques used in interviews. Ask them to develop a set of questions to use to interview seniors in the community about the past (e.g., school memories, work life, customs). Have students record their interviews on audiotape or videotape and then create a written or multimedia presentation. Have them follow up with thank-you cards to each interviewee or invite them to the classroom for the presentation. Alternatively, students could interview local employers about potential employment opportunities (e.g., qualifications, salary, benefits).

When students create written, oral, or visual communications, look for a clearly defined purpose, a sense of audience, and engaging ideas. For oral presentations, look for eye contact, physical poise, clear enunciation, and voice modulation and projection. For written presentations, look for sentence variety, appropriate language, neatness and legibility, appropriate use of graphics and a clear structure (beginning, middle, and ending). For visual presentations (posters, overheads), look for attractive design (balance, colour, white space) and effective arrangement (backgrounds, framing).
From time to time, have students review and reflect on the written, oral, and visual presentations they have created. (This may be part of a portfolio review or self-assessment.) Give each student three stickers. Have them place the stickers beside three ideas, excerpts, or works of which they are particularly proud. Provide opportunities for them to share their choices with partners or in small groups and receive responses to their choices from the teacher through written or oral comments.
Provide students with opportunities to assess their portfolios using an evaluation sheet that includes frames such as:
The piece I'm most proud of is _______________.
Something I learned by doing this piece is _______________.
The piece I know needs revision is _______________ because _______________.
The piece I had the most fun doing is _______________.
Response from others suggests that _______________.

Print Material

Multimedia

Revised: March 5, 1999