Student Presentation Evaluation Form: Fill & Download for Free

This is a very important part of teaching. On the evaluation form we use to evaluate new lessons and/or new instructors to a lesson, the first section concerns the lesson introduction. In that section, it states that omission of an attention step or omission of a motivation step is grounds for automatic failure.John Medina, in his book Brain Rules, discusses an “attention curve” he developed by studying students.That plot of student attention shows that students are at their highest level of attention at the beginning of the lesson. The attention level tends to quickly drop and does not recover until the last portion of the class.This plot of attention can be affected by the efforts of the teacher. They can apply interventions throughout the class to regain flagging attention. But the key is that they need to maximize that attention at the beginning, because it isn’t going to get better than that.Most of us are not the most interesting man in the world. We need to provide the students with a reason to listen to us. We need to provide motivation.When we design a class, we have to be thinking about the value of the class. If we can’t come up with a reason for why the material is important, why are we teaching it?Sometimes that isn’t easy because of the necessity to fragment complex topics into bite-sized chunks. Sometimes the value of one of those chunks is simply that it is a prerequisite to next week’s chunk.But identifying some relevance can usually be done.I used to hate classes that went out of their way to genericize the problems. In statics and dynamics we did hundreds of problems featuring cylinders rolling down ramps or blocks being pulled across a flat surface or pulleys, so many pulleys all being used to pointlessly lift those blocks and cylinders.Instead of solving all of those problems that had no real point (nothing task of value was being shown in those bland figures), we should present the students with real life problems and help them learn to see how they can simplify that real world problem into things like a cylinder on a ramp.For trigonometry, start with a problem the students might find interesting. For example, we can use trigonometry to figure out how fast a basketball player has to throw a ball for it to land in the basket. Or maybe start with an interesting question like Despite having telescopes like Hubble that can look at galaxies billions of lightyears away, why is the best image of Pluto we have a smudge? and use trigonometry to answer it (hint: click through that link).For history, there is the famous quote from George Santayana in his work The Life of Reason:“Progress, far from consisting in change, depends on retentiveness. When change is absolute there remains no being to improve and no direction is set for possible improvement: and when experience is not retained, as among savages, infancy is perpetual. Those who cannot remember the past are condemned to repeat it.”Those last eleven words are the ones everyone remembers: Those who cannot remember the past are condemned to repeat it.When we teach, we give history a purpose by relating it to the present. People love stories. Teaching history is about finding the interesting stories from the past that can reveal something of use today. When discussing the Vietnam war, we can look at the choices made by the participants and the impacts of those choices. We can then look at how those same choices have appeared at other times in history and find scenarios where they can happen today. Our students probably want to participate in the civic community. They will be selecting candidates and voting for those candidates and for propositions and referendums. Learning how their government made the same mistakes in Vietnam that it had made in Korea and then made those mistakes again in Afghanistan and Iraq can help those students critically evaluate the words of the politicians that will take us into the next war.If the students aren’t that motivated by civic value, focus on the human stories of the great historical events.

Interns get an intern evaluation form from the placement cells which are filled by the project guides at the end of the internships. This form is sealed and should be submitted by the intern to college once he returns. Apart from this they need to submit an executive summary (2-3 pages) of their project. If you don't get positive reviews in the form, then the student needs to do an extra 3 credit course.

Confidence to speak.In elementary school, I was painfully shy and extremely quiet. I was the withdrawn kid who kept her head down, didn't peep unless called on, and got whacked in the face by game balls in gym class. I usually kept to myself and loved doing solo activities, like reading and drawing. I never volunteered to speak. I preferred backstage roles during school plays.Then, through a supportive program, I learned to be confident in myself and how to deliver my thoughts to an audience, whether one or thousands of people.From 2nd to 5th grades, I attended two schools at the same time. Besides my normal grade school, I was also in a local Pull Out Quest program, which brought together "highly capable" students together for a weekday every week. I attended my primary grade school the other four days.I loved going to the pull out class every week. Each school year was divided into a few units; we would focus on one unit for about two months, then switch. At the end of each unit, some students would present a project related to the unit. It was pretty open ended but had to fit some basic presentation requirements.We had to give presentations at the end of units of our choice at least a certain number of times every year to pass the class.Now, imagine me. A short, quiet, withdrawn student who slouches a bit. A student who likes to solve logic puzzles, play go, and walk around the forest area of the school grounds during recess.Imagine me presenting to a room full of of sharp minded students. Imagine me fielding Q&A for five minutes afterwards. Oh, did I mention that all presentations are filmed in full and available to parents to watch nonstop?During the presentation, the entire class, along with the teacher, would fill out evaluation forms. The evaluation system comprised of assigning -, ✓, ✓+, and + for a standard set of categories. There was also a comment section for constructive criticism; mean spirited comments were not tolerated.I usually scored well on originality and research. I like being very thorough with something that I'm presenting. It probably helped that I was paranoid about all the different questions that could be asked during Q&A.On the other hand, I was lacking on all categories actually tied to presenting. I've gotten more than a handful of - and ✓s. As the years went by, I became more comfortable speaking, sometimes even surprising myself. I practiced for hours to make my voice calm and controlled. There were a lot of frustrating moments, and sometimes I just felt that I was an ineffective presenter.I learned a lot. I was quiet. I kept looking at the slides. I mumbled. I was disorganized. I forgot words. I needed more practice.I took all of that feedback into consideration for the future.During one of my last presentations, I finally got the evaluation of my dreams from my teacher. I presented about Sue (dinosaur).I keep this in my box of memorabilia. I hope I never lose it.The speaking experience that I've gained from these classes and presentations is priceless. I nurtured this through middle school and high school, leading to experiences I would never have even remotely dreamed of as a kid.Nowadays, I give talks to the University of Washington ACM members. I also welcome thoughtful discussions about various topics. I've led events, mentored new students, and am heavily involved with K-12 STEM and computer science outreach the greater Seattle area.Thank you, Mrs. Thacker. I would not be the person I am today without the supportive environment in this classroom.