After some problems with the technology, we finally got started on the presentations today. Thanks to the three students who agreed to go ahead today. Unfortunately, we had problems with the technology for one. So, we just ended up with two engaging and well-delivered talks. Well done!
Next week we will continue with the rest of the talks. If you can, try to email me a copy of your presentation (if it's on PowerPoint) before Thursday so we can avoid the problems we had today.
Thursday, May 6, 2010
Thursday, April 22, 2010
Sample presentation structure
The slide show below outlines a suggested template for the photography presentation. This is something that the class came up with. You don't need to use this, but it may give you some ideas ...
Previewing what needs to be done
After a good, long break we had a small group today (thanks to those who made contact who weren't here).
The presentations will be taking place two weeks today (6th May). I asked those who were in today to draft up a plan for the presentation. If you weren't here today, can you email a plan by next week?
The following will give you some idea of what your plan should cover: what is the presentation about?; how will you structure your presentation (ie. what will come first, second, third etc.) Some folk may structure their presentation around a chronology of the photographer's life - but there are other ways of doing it. Look at the post above for a suggestion of a presentation structure which you guys came up with. A plan should also mention something about the technical aspects of the presentation - are you using PowerPoint? How will you display the images if you aren't (you don't want to spend lots of time fiddling with different files on the computer).
The folk who were in today put their plans together in less than ten minutes - so you don't need to go into a lot of detail. We just need evidence that you have thought through how your presentation will be delivered.
I also mentioned that, after the presentation, there are two other tasks to complete. One is a written piece of about 600 words. We have some degree of flexibility with this, but the simplest option would be to write up your presentation (or part of it).
The second thing that needs to be done is a reading assessment which needs to be done in college. The evaluations you have been doing on websites will have prepared you for this. This can be done at any time between now and the end of the course (3 June). It will consist of answering a series of questions on a magazine article on the photographer Bob Carlos Clarke. Click here to get a flavour of his work.
As for next week, that will be the last week before the presentations and some people will be coming in to run through at least some of their talk in preparation for the week after.
The presentations will be taking place two weeks today (6th May). I asked those who were in today to draft up a plan for the presentation. If you weren't here today, can you email a plan by next week?
The following will give you some idea of what your plan should cover: what is the presentation about?; how will you structure your presentation (ie. what will come first, second, third etc.) Some folk may structure their presentation around a chronology of the photographer's life - but there are other ways of doing it. Look at the post above for a suggestion of a presentation structure which you guys came up with. A plan should also mention something about the technical aspects of the presentation - are you using PowerPoint? How will you display the images if you aren't (you don't want to spend lots of time fiddling with different files on the computer).
The folk who were in today put their plans together in less than ten minutes - so you don't need to go into a lot of detail. We just need evidence that you have thought through how your presentation will be delivered.
I also mentioned that, after the presentation, there are two other tasks to complete. One is a written piece of about 600 words. We have some degree of flexibility with this, but the simplest option would be to write up your presentation (or part of it).
The second thing that needs to be done is a reading assessment which needs to be done in college. The evaluations you have been doing on websites will have prepared you for this. This can be done at any time between now and the end of the course (3 June). It will consist of answering a series of questions on a magazine article on the photographer Bob Carlos Clarke. Click here to get a flavour of his work.
As for next week, that will be the last week before the presentations and some people will be coming in to run through at least some of their talk in preparation for the week after.
Thursday, April 1, 2010
Thinking about evaluations and presentations
Today we met as a class (a small one, but a class all the same) to review and preview what we are doing.
We took a look at some previous examples of evaluations written by students for their Higher project to get a sense of the structure, content and style of an evaluation.
We worked out the structure that both students used. The topics that they covered included: themes; problems; strengths; weaknesses; value of research; and the completed project's fit with the original brief.
I asked everyone to write a short evaluation of their progress to date in class. I'll give a copy to Tony as well.
I also collected and reminded folk of the research task that I had asked for by today. Some of you will be emailing the work later today.
Finally, I went over a suggested structure for the presentations which are due to start on the 6th May. I'll email a copy of the template that I put together based on your suggestions. Although, this is just a suggestion - remember the main point is that there is a logical structure to your presentation and that it lasts 15 minutes. I'd like to meet with you to chat about your presentation before the 6th. I'll be in contact. I need to see evidence of planning before you get up and do your presentation.
I think that's about it - take care and have a great Easter!
We took a look at some previous examples of evaluations written by students for their Higher project to get a sense of the structure, content and style of an evaluation.
We worked out the structure that both students used. The topics that they covered included: themes; problems; strengths; weaknesses; value of research; and the completed project's fit with the original brief.
I asked everyone to write a short evaluation of their progress to date in class. I'll give a copy to Tony as well.
I also collected and reminded folk of the research task that I had asked for by today. Some of you will be emailing the work later today.
Finally, I went over a suggested structure for the presentations which are due to start on the 6th May. I'll email a copy of the template that I put together based on your suggestions. Although, this is just a suggestion - remember the main point is that there is a logical structure to your presentation and that it lasts 15 minutes. I'd like to meet with you to chat about your presentation before the 6th. I'll be in contact. I need to see evidence of planning before you get up and do your presentation.
I think that's about it - take care and have a great Easter!
Thursday, March 18, 2010
Individual consultations
Today I met with some students who weren't here last week. I explained how we were going to approach things from now on and everyone seemed happy enough about that.
Everyone should now have a copy of the Individual Learning Schedule (I gave that out last week). This may, like the best things in life, be a bit organic - ie. the details on specific tasks may change as we go. For example, you'll see from your schedule that I have put in a discussion on photographers for the 1 April. However, having talked to folk over the last couple of weeks, I might change the focus of that discussion a bit and instead focus it more on what you need to do for your presentation and your written evaluation. This seems to be the things that folk are concerned about. A discussion is a good platform to work some of these things out.
Most folk have now done a short talk on a source of information. Some have submitted their written evaluation on that. I am presuming that others are working on the second evaluation of a source. I asked everyone, for this second piece, to follow the sample one that I did on the extract from the Ansel Adams entry on Wikipedia. The main thing is that you focus on a text, or extract from a text, that can be summarised down to about a quarter or third of its length (around 200/300 words). That means that the original needs to be in the region of 800 to 1200 words.
Hope all of this makes sense. Again, there are links on the side to Skillswise which is a useful resource on various reading and writing skills including summarising. If you have any queries, get in touch. I'll see some of you next week and all of you the week after.
Everyone should now have a copy of the Individual Learning Schedule (I gave that out last week). This may, like the best things in life, be a bit organic - ie. the details on specific tasks may change as we go. For example, you'll see from your schedule that I have put in a discussion on photographers for the 1 April. However, having talked to folk over the last couple of weeks, I might change the focus of that discussion a bit and instead focus it more on what you need to do for your presentation and your written evaluation. This seems to be the things that folk are concerned about. A discussion is a good platform to work some of these things out.
Most folk have now done a short talk on a source of information. Some have submitted their written evaluation on that. I am presuming that others are working on the second evaluation of a source. I asked everyone, for this second piece, to follow the sample one that I did on the extract from the Ansel Adams entry on Wikipedia. The main thing is that you focus on a text, or extract from a text, that can be summarised down to about a quarter or third of its length (around 200/300 words). That means that the original needs to be in the region of 800 to 1200 words.
Hope all of this makes sense. Again, there are links on the side to Skillswise which is a useful resource on various reading and writing skills including summarising. If you have any queries, get in touch. I'll see some of you next week and all of you the week after.
Thursday, March 11, 2010
Organising individual learning schedules
We started off today with another short talk on a source of information used in research. Again, the point came out that the internet provides a lot of information on certain aspects of a photographer's work (mainly critical evaluations). However, the internet, it was observed, is often a poor resource when looking for more obscure or less well-known aspects of a photographer. What's more, and this came up before, the internet is not proving very useful in finding much out about particular photographer's techniques.
After talking to folk last week, having a look back at attendance patterns, and chatting to Tony, I think we've agreed that a more individualised and flexible approach to this class may be more suitable.
So, with that in mind, I devised a list of activities that need to be completed as part of the communication unit. Attendance is mandatory for some of dates. I handed out this list today in class and with some blank spaces for completion dates. As everyone is at slightly different stages, then these Individual Learning Schedules (for want of a snappier title) allow you to choose, up to a point, your own deadlines. I say "up to a point" as there are final deadlines for everything - but it does allow you to prioritise your time a bit more.
I hope this makes sense. If you weren't in today and are a tad confused talk to someone who was here today and they'll be able to fill you in.
Also, get in contact with me (see contact details on right-hand side) and I'll email you a copy of the Individual Learning Schedule.
And, as promised, here's the link to the film that I started off today's class with: http://en.tackfilm.se/ (This will probably only make sense if you were here).
After talking to folk last week, having a look back at attendance patterns, and chatting to Tony, I think we've agreed that a more individualised and flexible approach to this class may be more suitable.
So, with that in mind, I devised a list of activities that need to be completed as part of the communication unit. Attendance is mandatory for some of dates. I handed out this list today in class and with some blank spaces for completion dates. As everyone is at slightly different stages, then these Individual Learning Schedules (for want of a snappier title) allow you to choose, up to a point, your own deadlines. I say "up to a point" as there are final deadlines for everything - but it does allow you to prioritise your time a bit more.
I hope this makes sense. If you weren't in today and are a tad confused talk to someone who was here today and they'll be able to fill you in.
Also, get in contact with me (see contact details on right-hand side) and I'll email you a copy of the Individual Learning Schedule.
And, as promised, here's the link to the film that I started off today's class with: http://en.tackfilm.se/ (This will probably only make sense if you were here).
Thursday, March 4, 2010
More talks and a piece of writing
Thanks to all who made it in today. We had three very interested talks on some sources that are being used for reserach: two websites and one book. Thanks for doing these - they were focussed and well-structured.
One of the benefits in doing this type of activity is that we start to share information with each other.
At this stage, I'd like you to write up your talks using the questions I gave you. You've delivered an oral evaluation of a site or book. We now need to see how that looks as a written piece. I gave out an example today of the kind of thing I'm looking for. Again, a lot of what we are doing is associated with critical thinking.
Finally, I mentioned the SEC method for critical thinking. SEC stands for Statement-Evidence-Comment and it forces us to go beyond the general ("that's fantastic" or "that's crap") when communicating our thoughts about a piece of writing or, for that matter, a photograph (or, even better, anything really). I've put up a separate post on this (see post below).
One of the benefits in doing this type of activity is that we start to share information with each other.
At this stage, I'd like you to write up your talks using the questions I gave you. You've delivered an oral evaluation of a site or book. We now need to see how that looks as a written piece. I gave out an example today of the kind of thing I'm looking for. Again, a lot of what we are doing is associated with critical thinking.
Finally, I mentioned the SEC method for critical thinking. SEC stands for Statement-Evidence-Comment and it forces us to go beyond the general ("that's fantastic" or "that's crap") when communicating our thoughts about a piece of writing or, for that matter, a photograph (or, even better, anything really). I've put up a separate post on this (see post below).
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