Tag: presentation

Getting the (Conference Speaker) Balance Right

Getting the (Conference Speaker) Balance Right

There’s been a lot of talk about this recently – getting the balance right. The balance between men and women, between native and non-native speakers at ELT events and conferences. 

I’ve fairly recently joined the committee of an IATEFL SIG. I’m on the events team. So these kinds of ‘balance’ topics are more pertinent to me now than ever. 

This post is not really a ‘How to’: In fact, it’s me just kind of getting my thoughts in order, my pondering on the subject. There might be some tips, but this is definitely a request for more ideas!

So, let’s say we’re going to organise an ELT event. We put out a call for proposals. Various things could happen, and it’s how to deal with these that I want to talk about in this post. 

Scenario 1. We want someone to host a workshop. We review the submissions ‘blind’, i.e. without any information about the potential speaker who has submitted them. Proposal A fits the theme of our event, has a good balance in favour of practical ideas, includes interesting workshop activities, and sounds like it would be a good fit for our event. Proposal B is only loosely connected to the event’s theme, sounds too theoretical for a workshop, and the activities don’t sound like they would fit in the workshop time-slot. I’m guessing we want to accept Proposal A. Right?

And then we find out that the speaker who submitted Proposal A happens to be a white, male native speaker. Proposal B came, let’s just say, from someone who didn’t fit all of those labels. We are keen to avoid all-male or all-native-speaker presenters at our events. Should we accept Proposal B in order to fulfil this aim, and risk providing a less good workshop for our participants? I’m not really in favour of ‘positive discrimination’ in this case if it may endanger the quality of the event.

So what else could we do?

– Cancel the event. (This is probably the least favourable outcome for everyone involved.)

– Contact the person who submitted Proposal B and explain its weaknesses, asking for a re-submission. (This might take time we don’t have. And is it fair?)

– Find another way to include Proposal B, such as a poster presentation, so that the speaker can gain experience, get their voice heard, and hopefully submit a more fitting proposal next time. (If possible…)

– Accept it this time, and keep the person who submitted Proposal B in mind for a future event.

– Extend the deadline in the hope of receiving more proposals. (This might take time we don’t have.)

– In future, provide more specific guidelines for speaker proposals. (This doesn’t solve our immediate problem.)

– [What else could we do? Answers on a postcard, please!]

 

Scenario 2: We are looking for 6 speakers for a conference. We receive 5 proposals. All of them are from male native speakers. We could arrange the day to include 5 talks and a panel discussion with those speakers. We are keen to avoid all-male or all-native-speaker presenters at our event, but if we don’t accept all of the 5 proposals, we won’t be able to fill the day.

So what else could we do?

– Cancel the event. (This is probably the least favourable outcome for everyone involved.)

– Extend the deadline in the hope of receiving more proposals. (This might take time we don’t have.)

– Invite late proposals from other (female / non-native) speakers and re-evaluate the selection. (This poses a new set of questions:  Does this seem unfair? Who do you choose to invite a proposal from?)

– Invite other (female / non-native) speakers to take part in the panel discussion. (This poses a new set of questions: Who do you choose to invite? Should it then be an all-female panel – is that ‘positive discrimination’?)

– [What else could we do? Answers on a postcard, please!]

 

Scenario 3: We are co-organising an event with a sponsor, e.g. a publishing company. We agree that we will select 5 speakers from the proposals we receive, and they will send 5 speakers (maybe editors, authors, sales reps, etc.). We choose 3 female and 2 male speakers, of whom 3 are native and 2 are non-native speakers. We think we’ve got a pretty good balance. But the sponsoring company decides to send 5 male native speakers to hold talks at the event.

So what else could we do?

– Cancel the event. (This is probably the least favourable outcome for everyone involved.)

– Express our concerns and ask them to send alternative (female / non-native) speakers. (Not sure how well this would go down?)

– Change our speakers so they are all female non-native speakers. (How fair is this on the others we wanted to accept?)

– [What else could we do? Answers on a postcard, please!]

From all of this pondering, what have I / we learnt? OK, so I invented the scenarios and plucked the numbers out of thin air, just to make the point. But I think you get what I mean! But, well, sometimes we might just be in a bind and not be able to change he situation. We might end up with a line-up which seems to proliferate the male native-speaker presenter bias among conference speakers /workshop hosts that we want to discourage. People will complain – but maybe they don’t understand the difficult situation we are in. Still, at the very least, we can change how we approach our event organisation in the future. And if we’re planning an event in good time, which most of the time I’d guess we are, we might (should) be able to make that extra effort to move towards a better gender and non-/native speaker balance.

It seems to me, though, that some of the roots of the problem do not lie within the powers of events organisers. For example in Scenario 2 – why do we have so few proposals? Why are none of them from non-native speakers/ women? Perhaps the call for proposals was poorly advertised, not targeted at a wide range of potential speakers? That we could fix. But if lots of people (including women and non-native speakers) saw the call, then why did they not submit a proposal? I’m not the first one to say this, and I surely won’t be the last, but I think there must be reasons why these groups sem to put themselves forward for talks less often than others. Maybe it’s a confidence thing, maybe time or money concerns, or maybe extra-professional issues. Whatever it is, probably one of the most effective ways to avoid scenarios like the ones I invented here would be to somehow help these potential speakers  see themselves as potential speakers. But the ‘How to’ on that topic will have to be another post!

Advertisement
Peer Presentation Feedback

Peer Presentation Feedback

I teach an EAP module which focusses on language and study skills. It’s aimed at first-semester students starting an English Studies degree where English is a foreign language for almost all students. They’re at the B2+ level.

In a 15-week semester, we spend the first five weeks or so looking at what makes a good academic presentation in English. We cover topics such as narrowing down a topic to make a point, logically building up an argument, linking pieces of information, maintaining the audience’s attention, formal langauge and appropriate use of register, body language and eye contact, volume and pacing, using sources effectively, and lots of sub-skills and langauge features that are relevant for presentations. In the second 2/3 of the semester, students give presentations (in groups of 3) on a topic of their choice related to the English-speaking world, and we discuss feedback altogether so that the others can learn from what was good or could be improved in the presentation they have watched.

This blog post describes my journey through trialling different ways of getting the best feedback to fulfil our overall learning aim. 

(Note: Don’t worry, we also use class time to practise other study skills pertaining to listening and speaking!)

1. ‘Who would like to give some feedback?’

I have experimented with various ways of getting audience members to give feedback. When I first started teaching on this module, I used to ask after the presentation ‘Who would like to give some feedback?’, which was usually qualified by saying something like ‘Remember the points we’ve covered on what makes a presentation good.’ Usually, only a few people commented, and they focussed mainly on the good things. Don’t get me wrong, I think it is important to highlight what students have done well! But the overall goal of having students give presentations was that we could constructively critique all aspects of these presentations. I had hoped that we could use these ‘real’ examples to review what we had learnt about good academic presentations. So this approach wasn’t as effective as I had hoped.

2. Feedback questions

It seemed that requiring students to keep in mind all of the features of a good academic presentation was asking a bit too much. And so, together with a colleague, I drew up a list of questions students could ask themselves about the presentation. Example questions include: Was all of the information relevant? Was the speech loud and clear, and easy to understand? Students were given the list before the first presentation and instructed to bring it each week to help them to give presentation feedback. Most people brought them most of the time. Still, students were pretty selective about which questions they wanted to answer, and (tactfully?) avoided the points where it was clear that the presentation group needed to improve. So we still weren’t getting the full range of constructive feedback that I was hoping for.

3. Feedback sandwich

sandwich.jpgIt was clear to me that students wanted to be nice to each other. We were giving feedback in plenum, and no one wanted to be the ‘bad guy’. This is a good thing per se, but it meant that they were slightly hindered in giving constructive criticism and thus achieving the learning aims I had set for the course. So, before the first presentation, I set up an activity looking at how to give feedback politely and without offending the individual presenters. We explored the psychological and linguistic concepts behind ‘face saving’ and how people may become defensive if they feel their ‘face’ is attacked, and then psychologically ‘block out’ any criticism – so the feedback doesn’t help them improve their presentation; nor does it make for good student-student relationships! I explained the idea of a ‘feedback sandwich’ in which the positive comments form the bread, and the negative comments are the filling. This idea is said to ease any feelings of ‘attack’, thus making the feedback more effective. Students embraced this idea, and did their best to ‘sandwich’ their feedback. Overall, this was a helpful step in moving the class feedback towards waht I thought would be most effective for the learning aims.

4. Feedback tickets

Since I noticed we still weren’t always getting feedback on all aspects of the presentation, a colleague and I decided to make ‘feedback tickets’, each with one question from the list we had previously prepared. The tickets were handed out before a presentation, and each student was then responsible for giving feedback on that point. Combined with the ‘sandwich’ approach, this overall worked pretty well. The minor drawbacks were that sometimes the presenters had really done a good job on a certain aspect and there wasn’t much ‘filling’ to go with the ‘bread’; however, sometimes the ‘filling’ was important, but students seemed to counteract their constructive criticisms by emphasizing their lack of importance, especially compared to the positive comments. For me, though, the major downside to using these tickets was the time factor. Running through a set of ~15 feedback tickets (and feedback sandwiches!) after each presentation was productive for students’ presentation skills, but ate into the time in class that should have been used for practising other oral/aural skills. In extreme cases, with two 30-minute presentations plus Q&A in a 90-minute lesson, we simply ran out of time for feedback! Those poor presenters got no feedback on their presentations, and we as class were not able to learn anything from the example they had delivered.

5. Google forms

google form.JPG

Actually, I first used Google Forms to collect feedback after one of these lessons where our time was up before we’d got through the plenary feedback round. I copied all of the feedback questions into a Google form (using the ‘quiz’ template) and emailed the link to the students. I was positively surprised by the results! Perhaps aided by the anonymity of the form, students used the ‘sandwich’ idea very effectively – suitably praising good aspects of the presentation, and taking time to explain their criticisms carefully and specifically. Wow – helpful feedback! I printed out the feedback to give to the presenters, along with my own written feedback, and also picked out a couple of poignant comments to discuss in plenum in the next lesson. Right from the off, this way of collecting and giving feedback seemed very effective, both in terms of time taken and achieving learning aims. It seemed presenters had some time to reflect on their own performance and were able to join in the feedback discussions more openly, and focussing on just a couple of key aspects meant it was time-eficient, too. I immediately decided to use the Google form for the next couple of weeks, and have continued to find it extremely useful. Sadly, we’re at the end of our semester now, so these are just very short-term observations. Still, I’m encouraged to use the online form in future semesters.

Just goes to show how important reflecting on our classroom practices can be!

I wonder if anyone else has had similar experiences, or can share other inspirational ways of collecting feedback on presentations? I’d love to hear from you!

Feedback on Demand: Learner-Directed Feedback on EAP Writing

IMAG0245My presentation this week at IATEFL 2014 in Harrogate was entitled “Learner-Directed Feedback: A useful tool for developing EAP writing and academic skills?”. It was a report on a small action research study I recently conducted on what I’m (for the moment) calling ‘Learner-Directed Feedback’. I’m aware that this may be slightly misleading to some, particularly when it’s confused with peer feedback or peer review – any ideas for a better term are welcome! For now, I’ve adopted a fun term suggested by my colleague as the title of this blog post: Feedback on Demand (but don’t worry, there’s no subscription fee!)

I define Learner-Directed Feedback as follows: Learners ask to receive feedback in a certain format and on specific aspects of their written work. The feedback is given by the teacher, but the learners ‘direct’ how and on what they receive feedback comments. In order to ‘direct’ the feedback, learners can often choose between various modes of delivery (e.g. email, electronic document, audio recording, face-to-face consultation), and are usually required to pose specific questions about their language and text to which the teacher responds. More details on instructions given to students working with this method of feedback can be found here: LDF Instructions

Here are the slides – I’ve edited them to include a little more detail which was part of my speech, in case you weren’t able to be there, or didn’t take very good notes! 🙂

IATEFL 2014 Learner Directed Feedback

I would welcome any comments or questions on what I have ‘said’ – please post them below.

 

Other Useful Links

The conference programme: http://iatefl.britishcouncil.org/2014/sites/iatefl/files/pages/harrogate-2014-conference-programme.pdf

 

See also: http://eltcattheuniversityofsheffield.blogspot.co.uk/2014/05/new-ideas-on-feedback-from-iatefl-2014.html