Session 15 - Belmont City College Year 9 HASS - Jodie Davidson & Fiona Ball

1. One group will be chosen at random to run the warm up with the class and visitors

1. Camera and tripod set up for filming with chairs in an arc facing the village on display with Creative Habits poster in the background

2. Each group will stand and present their design to the ‘Shark Tank’ group of staff.

3. You have 2 minutes to convince them to invest in your idea and take to to the Government

4. Take 3 open ended questions from the audience

1. Write down/stand in front of the camera and record your feedback on Creative Learning.

• What did you like?

• What didn’t you like?

• What would you do differently?

Successes

• Students ability to run a full class warm up

• Interaction between staff and students regarding questions

• The number of questions. We thought there would only be 3 but there were a lot more indicating that everyone was listening

• First group volunteered

• The breadth of questions to students from students

• Encouraging audience participation

• When students stumbled in their presentations, they supported each other by helping to fill in information rather than letting their team mates struggle, encouraging each other to keep trying.

• Watching the quieter students present their ideas

Challenges

• We had planned a 2 minute timer but forgot to use it after the first presentation 

• A few initial giggles from the audience when students stumbled during their presentation. This did appear to push the groups to try a bit harder.

• Some explanations lacked a deep understanding of the process of growing vegetables 

As each group presented, other groups were making notes on their own presentations, reflecting and improving. The groups followed the instructions with each person participating in presenting. Their presentations were well thought out and ‘spoken’ rather than completely ‘read’ from palm cards. It was interesting to hear how much thought they had put into explaining their ideas and how effective they were at responding to questions, particularly when they may not have been something they had previously considered. Even the less stronger groups were able to improve their presentations because they listened to each group before them and incorporated some of their points but made them relevant to their own project. They responded well to questions from their peers and staff, often having to come up with answers on the spot for things they may not have previously considered.