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Task and Project Expectations: Guidelines for Effective Presentations

Understand task and project requirements, including content presentation, information collection, writing skills, and success criteria for effective communication.

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Task and Project Expectations: Guidelines for Effective Presentations

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  1. Simply Writing - Task to Project to Bagrut What's expected and what you can do! Clarity, Expectation and Format Eric Cohen Books 2007

  2. I’m sure you realize that a task/project: • Should reflect some background knowledge • Enables problem-solving • Enables multiple responses • Collaborative learning • Choose type of presentation Eric Cohen Books 2007

  3. Present information on limited content, supported by visual aids Present information taken from different sources Task/Projectpresentations on a Continuum (according to the NBA) Describe people, places, things and events React to the content of something read, seen or heard Eric Cohen Books 2007

  4. Produce a short coherent writing and/or speech that conveys personal experiences Express ideas and opinions about general topics and experiences using main and supporting ideas Design a means for collecting information, such as questionnaire, and list results Design different means for collecting information, such as survey and interviews and report on the results Eric Cohen Books 2007

  5. Present information on limitedcontent, supported by visual aids Describe people, places, things and events Produce a short coherent writing and/or speech that conveys personal experiences Design a means for collecting information, such as questionnaire, and list results So, all they need to do is: Eric Cohen Books 2007

  6. # pts # tasks Length Benchmarks Suggested Task Types B 30 D 30 1 1 35 - 40 words 100-120 words Foundation Intermediate Proficiency • ·extended forms • ·informal letter such as to a friend, family, teens abroad • ·notes • ·postcard • short composition ·informal letter ·review ·composition expressing feelings, likes and dislikes describing people, places, things and events producing a short piece of coherent writing expressing personal wishes and opinions giving information in writing, such as postcards, letters reacting to the content of something read expressing ideas and opinions about general topics and experiences using main and supporting ideas extracting relevant information for a specific purpose relating to themes/ideas from a personal perspective presenting an argument for or against a particular point of view Written Social Interaction / Presentation Module B / D Eric Cohen Books 2007

  7. What do we look for in good writing? • Mechanics: spelling, punctuation, capitalization, legible handwriting • Language use: correct order, tense agreement, number and function - articles, pronouns, prepositions, meaning not obscured by grammatical errors • Vocabulary: uses correct words - variety - appropriate word for topic • Organization: fluency, not choppy, sequencing, cohesive • Content: development of main idea - supporting details - knowledge of subject Eric Cohen Books 2007

  8. Successful Writingor(What are they looking for?) • Complete sentences • Organized sentences • Relevant information • Correct basic grammar usage • Correct use of basic punctuation • Few spelling errors Eric Cohen Books 2007

  9. What is enough words? Dear Sara, How are you? I’m fine. I can’t wait to see you next month at the Kinneret. I miss you and my friends from my old school so much. I have one new friend, Maya. My new school is boring. I’m having so many problems there. I keep getting into trouble. Yesterday I was sent home because I didn’t get to my math class on time. I have nothing to do on the weekend too. I miss going to the coffee shop and talking to you and Liron. I don’t want to stay here and I don’t know what to do. Help! Call me tonight, please. Your best friend, Sandy Blackarea – 40 words Whole letter– 111 words Eric Cohen Books 2007

  10. What’s in a task? • Name of person, place or thing • Specific details about person, place, or thing • Collect information – questionnaire • Pictures • 3 reasons = 3 sentences Eric Cohen Books 2007

  11. Cover page Table of content Bibliography – 2 (1 in English) Self assessment = checklist Introduction/ Rationale for choice of topic Body Conclusion / reflection Project Format Eric Cohen Books 2007

  12. Getting it into proportion –individual project • Introduction: (1 paragraph ) • 1-3 sentences – what is this project about • Body: (2 and maybe 3 paragraphs ) • Each paragraph one topic and probably only 4 or 5 sentences • Conclusion: (3d or maybe 4th paragraph ) • What I learned (content) from this project - maybe 2 to 4 sentences (can include reflection) Eric Cohen Books 2007

  13. Getting it into proportion –group project 2 or 3 people • Introduction: (1 paragraph ) • 1-3 sentences – what is this project about • Body: (3 and maybe 4 paragraphs ) • Each paragraph one topic and probably only 4 or 5 sentences per paragraph. • Conclusion:(4th or maybe 5th paragraph ) • What we learned (content) from this project - maybe 2 to 4 sentences (can include reflection) Eric Cohen Books 2007

  14. What do we need to teach? • Basic sentence structure include: • connectors: and / but • adjective placement • prepositions • warn about run-on sentences • Punctuation: . ? – forget , • Capitalization: people, places and things • Basic paragraph structure: 3 - 4 sentences • Conclusion: I learned . . . (maybe – I my opinion. . . - I believe. .. ) Eric Cohen Books 2007

  15. when to use a capital letter when to use a period or question mark which subject and verb go together where to add adjectives and adverbs what is a complete sentence how to add prepositional phrases how to write a paragraph - 1 topic sentence and 3 to 4 supporting sentences What do you need to teach? Eric Cohen Books 2007

  16. Have the students always answer in complete sentences. Give at least one writing assignment a week. Give the students a check list stating what you will be assessing on each assignment. Each check list should be an expansion of the previous one. One step at a time. Tell them how and what they write really matters. Give each student a chance to do every writing assignment a second time in order to correct their mistakes. Give each student a list of general writing rules. Prepare a poster of these rules for the class. What can you do? Eric Cohen Books 2007

  17. Why do students do copy/pastetasks and projects? • The task/project • guidelines are too complicated. • expectations (checklist or rubric) aren’t clear to the student. • topic is too intellectual in correlation to the language level. • Ok - sometimes they are just too lazy!!  Eric Cohen Books 2007

  18. So. . . • Make sure the project guidelines are VERY clear! • Make sure the students understand how he/she will be graded. • Don’t ever accept copy/paste tasks or projects! • Make sure there is a correlation between the students’ language and maturity level. Eric Cohen Books 2007

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