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Higher Education

How to (Effectively) Use a Presentation Grading Rubric

Almost all higher education courses these days require students to give a presentation, which can be a beast to grade. But there’s a simple tool to keep your evaluations on track. 

Enter: The presentation grading rubric.

With a presentation grading rubric, giving feedback is simple. Rubrics help instructors standardize criteria and provide consistent scoring and feedback for each presenter. 

How can presentation grading rubrics be used effectively? Here are 5 ways to make the most of your rubrics. 

1. Find a Good Customizable Rubric

There’s practically no limit to how rubrics are used, and there are oodles of presentation rubrics on Pinterest and Google Images. But not all rubrics are created equal. 

Professors need to be picky when choosing a presentation rubric for their courses. Rubrics should clearly define the target that students are aiming for and describe performance. 

2. Fine-Tune Your Rubric

Make sure your rubric accurately reflects the expectations you have for your students. It may be helpful to ask a colleague or peer to review your rubric before putting it to use. After using it for an assignment, you could take notes on the rubric’s efficiency as you grade. 

You may need to tweak your rubric to correct common misunderstandings or meet the criteria for a specific assignment. Make adjustments as needed and frequently review your rubric to maximize its effectiveness. 

3. Discuss the Rubric Beforehand

On her blog Write-Out-Loud , Susan Dugdale advises to not keep rubrics a secret. Rubrics should be openly discussed before a presentation is given. Make sure reviewing your rubric with students is listed on your lesson plan.

Set aside time to discuss the criteria with students ahead of presentation day so they know where to focus their efforts. To help students better understand the rubric, play a clip of a presentation and have students use the rubric to grade the video. Go over what grade students gave the presentation and why, based on the rubric’s standards. Then explain how you would grade the presentation as an instructor. This will help your students internalize the rubric as they prepare for their presentations.

4. Use the Rubric Consistently

Rubrics help maintain fairness in grading. When presentation time arrives, use a consistent set of grading criteria across all speakers to keep grading unbiased. 

An effective application for rubrics is to apply a quantitative value to students across a cohort and over multiple presentations. These values show which students made the most progress and where they started out (relative to the rest of their class). Taken together, this data tells the story of how effective or ineffective the feedback has been.

5. Share Your Feedback

If you’re using an electronic system, sharing feedback might be automatic. If you’re using paper, try to give copies to presenters as soon as possible. This will help them incorporate your feedback while everything is still fresh in their minds. 

If you’re looking to use rubrics electronically, check out GoReact, the #1 video platform for skill development. GoReact allows you to capture student presentations on video for feedback, grading, and critique. The software includes a rubric builder that you can apply to recordings of any kind of presentation.

Presenters can receive real-time feedback by live recording directly to GoReact with a webcam or smartphone. Instructors and peers submit feedback during the presentation. Students improve astronomically. 

A presentation grading rubric is a simple way to keep your evaluations on track. Remember to use a customizable rubric, discuss the criteria beforehand, follow a consistent set of grading criteria, make necessary adjustments, and quickly share your feedback.

By following these five steps, both you and your students can reap the benefits that great rubrics have to offer.

Personalize Your GoReact Experience

Rubric for Evaluating Student Presentations

• Kellie Hayden
• Categories : Student assessment tools & principles
• Tags : Teaching methods, tools & strategies

Make Assessing Easier with a Rubric

The rubric that you use to assess your student presentations needs to be clear and easy to read by your students. A well-thought out rubric will also make it easier to grade speeches.

Before directing students to create a presentation, you need to tell them how they will be evaluated with the rubric. For every rubric, there are certain criteria listed or specific areas to be assessed. For the rubric download that is included, the following are the criteria: content, eye contact, volume and clarity, flow, confidence and attitude, visual aids, and time.

Student Speech Presentation Rubric Download

Assessment Tool Explained in Detail

Content : The information in the speech should be organized. It should have an engaging introduction that grabs the audience’s attention. The body of the speech should include details, facts and statistics to support the main idea. The conclusion should wrap up the speech and leave the audiences with something to remember.

In addition, the speech should be accurate. Teachers should decide how students should cite their sources if they are used. These should be turned in at the time of the speech. Good speakers will mention their sources during the speech.

Last, the content should be clear. The information should be understandable for the audience and not confusing or ambiguous.

Eye Contact

Students eyes should not be riveted to the paper or note cards that they prepare for the presentation. It is best if students write talking points on their note cards. These are main points that they want to discuss. If students write their whole speech on the note cards, they will be more likely to read the speech word-for-word, which is boring and usually monotone.

Students should not stare at one person or at the floor. It is best if they can make eye contact with everyone in the room at least once during the presentation. Staring at a spot on the wall is not great, but is better than staring at their shoes or their papers.

Volume and Clarity

Students should be loud enough so that people sitting in the back of the room can hear and understand them. They should not scream or yell. They need to practice using their diaphragm to project their voice.

Clarity means not talking too fast, mumbling, slurring or stuttering. When students are nervous, this tends to happen. Practice will help with this problem.

When speaking, the speaker should not have distracting pauses during the speech. Sometimes a speaker may pause for effect; this is to tell the audience that what he or she is going to say next is important. However, when students pause because they become confused or forget the speech, this is distracting.

Another problem is verbal fillers. Student may say “um,” “er” or “uh” when they are thinking or between ideas. Some people do it unintentionally when they are nervous.

If students chronically say “um” or use any type of verbal filler, they first need to be made aware of the problem while practicing. To fix this problem, a trusted friend can point out when they doing during practice. This will help students be aware when they are saying the verbal fillers.

Confidence and Attitude

When students speak, they should stand tall and exude confidence to show that what they are going to say is important. If they are nervous or are not sure about their speech, they should not slouch. They need to give their speech with enthusiasm and poise. If it appears that the student does not care about his or her topic, why should the audience? Confidence can many times make a boring speech topic memorable.

Visual Aids

The visual that a student uses should aid the speech. This aid should explain a facts or an important point in more detail with graphics, diagrams, pictures or graphs.

These can be presented as projected diagrams, large photos, posters, electronic slide presentations, short clips of videos, 3-D models, etc. It is important that all visual aids be neat, creative and colorful. A poorly executed visual aid can take away from a strong speech.

One of the biggest mistakes that students make is that they do not mention the visual aid in the speech. Students need to plan when the visual aid will be used in the speech and what they will say about it.

Another problem with slide presentations is that students read word-for-word what is on each slide. The audience can read. Students need to talk about the slide and/or offer additional information that is not on the slide.

The teacher needs to set the time limit. Some teachers like to give a range. For example, the teacher can ask for short speeches to be1-2 minutes or 2-5 minutes. Longer ones could be 10-15 minutes. Many students will not speak long enough while others will ramble on way beyond the limit. The best way for students to improve their time limit is to practice.

The key to a good speech is for students to write out an outline, make note cards and practice. The speech presentation rubric allows your students to understand your expectations.

• A Research Guide.com. Chapter 3. Public Speaking .
• 10 Fail Proof Tips for Delivering a Powerful Speech by K. Stone on DumbLittleMan.
• Photo credit: Kellie Hayden
• Planning Student Presentations by Laura Goering for Carleton College.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

21 Tips and Strategies Supporting Learners’ Oral Presentations

Design & assign.

There are many options to consider when assigning an oral presentation. As you answer the following questions, reflect on your own commitment to continue using traditional oral presentations for evaluation.

Determine Oral Presentation Type

If you answered “No” to at least half of the questions, you may want to consider the following alternative formats that mitigate some of the specific anxieties your ELLs experience with oral presentations. While the default may be the traditional individual or group presentation of concepts in front of the whole class, there are a number of alternatives that may serve the same purpose.

Consider the different types of presentations and the steps that you can do to help your learners succeed.

Types of Oral Presentations

Short oral talks in a group

Usually a short oral talk in a group is informal with little time to prepare for this type of speech. Learners  share their thoughts or opinions about a specific topic. This type of talk follows a structure with a brief introductory statement, 2-3 ideas and a concluding statement.  These brief oral talks can help students develop confidence because they are presenting to a small group rather than the whole class. They do not have to create and coordinate visuals with their talk and the talk is short. There still needs to be substance to the talk, so participants should be given advance warning that they will be asked to speak on a particular topic.  One advantage is that several students in the class can be presenting simultaneously; however, as a result, in-process marking is not possible.

Formal oral presentations in front of class

Formal oral presentations in front of the class usually require individual students to make a longer presentation, supported with effective visual aids. Adequate time has been given for the presenter to prepare the topic. This type of presentation can be used to present research, information in general, or to persuade. The presenter is often put in charge of the class during the presentation time, so in addition to presenting, the presenter has to keep the class engaged and in line. Formal oral presentations often involve a Q & A. Most of the grading can be done in-process because you are only observing one student at a time. It is very time consuming to get through a whole class of presentations and have the class engaged and learning and you are giving up control of many course hours and content coverage.

Group Presentations

• Tips for giving a group presentation

Sharing Presentations Online

Students can be made the presenter in online platforms to complete presentations.  Zoom, Blackboard, WebEx and other similar software allow the moderator (Professor) to make specific participants hosts which enables them to share their screens and control the participation options of other students in the class.  As each platform has variations on how to share documents and control the presentation, it is important that students are given specific instructions on how to “present” using the various platforms.  If possible, set up separate “rooms” for students to practice in before their presentation.

• Instructions for screen sharing in Zoom
• Instructions for screen sharing in WebEx
• Instructions for screen sharing in Blackboard Collaborate

Use Oral Recordings of Presentations Synchronously or Asynchronously

Consider allowing students to record their presentations and present the recording to the class.  While this would not be appropriate for a language class where the performance of the presentation is likely more important than the content, in other classes providing the opportunity for learners to record multiple times until they are satisfied with the output is an ideal way to optimize the quality of the presentation as well as reduce the performance related stress. The presentation can then be shared synchronously in class or online with the presenter hosting and fielding questions, or asynchronously posted on a discussion board or other app such as Flipgrid with the presenter responding to comments posted over a set period of time. A side benefit to the use of some of these tools such as Skye and Google Meet is that they are commonly used in the workforce so it good practice for post-graduation application of skills.

Possible Tools for Recording and Sharing

• Flipgrid – an easy to use app that lets students record short video clips and resubmit as many times as needed. The video stays in the Flipgrid app for other students to see (if shared) and allow for easy teacher responses whether via video or text. (Asynchronous)
• Skype   – Follow the instructions to record and share a video on the MS website (Either if posted on course platform)
• Google Meet – Follow the i nstructions to record and share a presentation on Google Meet . (Either if posted on course platform)
• Zoom – students can share their narrated PPT slides via Zoom (don’t forget to enable the sound)
• Powerpoint – Recording of narrations for slides
• Youtube – Recorded videos can be uploaded to Youtube to share by following instructions to upload Youtube video
• OneDrive – most institutions provide OneDrive accounts for faculty and students as part of Office 365. Students can save their video in OneDrive and choose who to share it with (faculty member, group, class)

Presenting in Another Language

If the goal of the presentation is to demonstrate in depth understanding of the course content and ability to communicate that information effectively, does the presentation have to be done in English?  Can the student’s mastery of the subject matter be demonstrated in another language with a translator? It would still be possible to evaluate the content of the presentation, the confidence, the performance, the visual aids etc.  On the global stage, translated speeches and presentations are the norm by political leaders and content experts – why not let students show the depth of their understanding in a language they are comfortable with?

If a more formal type of oral presentation is required, is it possible to give students some choice to help reduce their anxiety?  For example, could they choose to present to you alone, to a small group, or to the whole class?

Teach Making a Presentation Step by Step

Don’t assume that all the students in your class have been taught how to make a presentation for a college or university level class. Furthermore, there are many purposes for presentations (inform, educate, persuade, motivate, activate, entertain) which require different organizational structure, tone, content and visual aids.

• Ask the class to raise their hands if they feel ♦ very comfortable presenting in front of the class, ♦ somewhat comfortable presenting in front of the class or ♦ not comfortable presenting in front of the class.  This will help you gauge your learners’ prior experience / comfort and also let learners in the class see that others, both native speakers and ELLs are nervous about presenting orally in class.

Provide Clear Instructions

• Write clear, detailed instructions (following the suggestions in Module 3).
• Ask students to download a copy to bring to class and encourage them to record annotations as you discuss expectations.
• Example: How many slides should you use as your visual aid? Do you need to use outside sources? What tools can you use to create this presentation?
• Include the rubric that you will use to grade the presentations and explain each section, noting sections that have higher weighting.

Provide a Guide to Planning

• Have students write a description of the target audience for their presentation and explicitly state the purpose of the presentation.

• Encourage students to read widely on their topic. The more content knowledge the learner has about the topic, the more confident the learner will be when presenting.
• Teach students how to do an effective presentation that meets your course expectations (if class time does not permit, offer an optional  ‘office hours’ workshop). Remember – many of your students many never have presented a post-secondary presentation which may cause significant anxiety. Your ELL’s experiences with oral presentations may be limited or significantly different in terms of expectations based on their prior educational contexts.
• Have students view examples of good presentations and some bad ones – there are many examples available on YouTube such as  Good Presentation vs Bad Presentation .
• Provide specific guidelines for each section of the presentation. How should learners introduce their presentation? How much detail is required? Is audience interaction required? Is a call to action expected at the end?
• If audience interaction is required, teach your students specific elicitation techniques (See Module 3)
• Designing Visual Aids Centre for Teaching Excellence, University of Waterloo
• Presentation Aids Video
• Paralinguistic features like eye contact are potentially culture – bound. If the subject that you are teaching values eye contact, then include this expectation in the presentation. On the other hand, if your field of study doesn’t require presentations typically, consider valuing the cultural diversity of your learners and not grading learners negatively for not making eye contact.
• Review the rubric. Let learners know what you are specifically grading  during the presentation. The rubric should be detailed enough that learners know what elements of the presentation are weighted the heaviest.

Model an Effective Presentation

A good speech is like a pencil; it has to have a point.

• Provide an exemplar of a presentation that you have presented yourself and recorded, or a presentation done by a previous student for which you have written permission to share.

Require Students to Practice

• Practice saying the presentation out loud
• Practice with a room mate/ classmate / family member / friend
• Go on a walk and talk – encourage students to get outside, and go for a walk – as they walk, they can say their presentation orally out loud. The fresh air and sunshine helps one to relax and reduce anxiety, so it is easier to focus on the talk.
• Record a practice presentation. Encourage students to find a quiet place to record and to use headphones with a mic to improve quality of the recording.
• If time allows, build formative practice presentations into the schedule. Have students practice their presentation in small groups and have other group mates give targeted feedback based on content, organization and presentation skills. Provide a checklist of expectations for the others in the group to use to provide specific, targeted feedback to the presenter. Students can watch their performance at home along with their peer’s feedback to identify areas for improvement.

• If you have assigned oral presentations in your class, review the course outcomes and the content covered in the assignment and determine if a formal oral presentation is necessary. 
• Think of one alternative you could offer to students who struggle with individual assignments.
• Annotate your assignment with notes indicating possible modifications you could make to improve the inclusivity and equity of the assignment.

Eberly Center

Teaching excellence & educational innovation, instructor: robert dammon course: 45-901: corporate restructuring, tepper school of business assessment:   rating scale for assessing oral presentations.

A key business communication skill is the ability to give effective oral presentations, and it is important for students to practice this skill. I wanted to create a systematic and consistent assessment of students’ oral presentation skills and to grade these skills consistently within the class and across semesters.

Implementation:

This oral presentation is part of a larger finance analysis assignment that students complete in groups. Each group decides which members will be involved in the oral presentation. I constructed a rating scale that decomposes the oral presentation into four major components: (1) preparation, (2) quality of handouts and overheads, (3) quality of presentation skills, and (4) quality of analysis. I rate preparation as “yes” or “no”; all other components are rated on a five-point scale. Immediately after the class in which the presentation was given, I complete the rating scale, write a few notes, and calculate an overall score, which accounts for 20% of the group’s grade on the overall assignment.

The presentation gives students important practice in oral communication, and the rating scale has made my grading much more consistent.

I have used this rating scale for several years, and the oral presentation is a standard course component. I have considered adapting the rating scale so that students also rate the oral presentation; however, I would want to give the students an abbreviated rating scale so that they focus primarily on the presentation.

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75 Unique School Presentation Ideas and Topics Plus Templates

Are you tired of seeing the same PowerPoints repeating overused and unoriginal school presentation ideas covering repeated topics in your classes?

You know what I’m talking about; we’ve all been there, and sat through yawn-worthy demonstrations, slides, or presentation videos covering everything from the solar system, someone’s favorite pet, past presidents of a country, to why E=mC squared.

From grade school to university, first graders to college students, we are obligated to create, perform, and observe academic presentations across a plethora of curriculums and classes, and not all of these public speaking opportunities fall into the category of an ‘interesting topic’.

Yet, have no fear! Here at Piktochart, we are here to help you and your classmates. From giving examples of creative and even interactive presentation ideas, providing presentation videos , and suggesting interactive activities to give your five minutes of fame the ‘wow’ factor that it deserves, this article is your guide!

Our massive collection of unique school and college presentation ideas and templates applies if you’re:

• A teacher looking to make your class more engaging and fun with student presentations.
• A student who wants to impress your teacher and the rest of the class with a thought-provoking, interesting topic.

A Curated List of Interesting Topics for School Presentations

Did you know that when it comes to presentations , the more students involved improves retention? The more you know! Yet sometimes, you need a little help to get the wheels moving in your head for your next school presentation .

The great thing about these ideas and topics is you can present them either in face-to-face classes or virtual learning sessions.

Each school presentation idea or topic below also comes with a template that you can use. Create a free Piktochart account to try our presentation maker and get access to the high-quality version of the templates. You can also check out our Piktochart for Education plan .

Want to watch this blog post in video format? The video below is for you!

The templates are further divided into the following categories covering the most popular and best presentation topics. Click the links below to skip to a specific section.

• Unique science presentation topics to cultivate curiosity in class
• Engaging culture and history presentation ideas to draw inspiration from
• Health class presentation topics to help students make healthy lifestyle decisions
• Data visualization ideas to help students present an overwhelming amount of data and information into clear, engaging visuals
• First day of school activity ideas to foster classroom camaraderie
• Communication and media topics to teach students the importance of effective communication
• Topics to help students prepare for life after school

We hope this list will inspire you and help you nail your next school presentation activity.

Unique Science Presentation Topics to Cultivate Curiosity in Class

Science is a broad field and it’s easy to feel overwhelmed with too many topics to choose for your next presentation.

Cultivate curiosity in the science classroom with the following unique and creative presentation ideas and topics:

1. Can life survive in space?

2. Do plants scream when they’re in pain?

3. What are the traits of successful inventors?

4. How vaccines work

5. Massive destruction of the Koala’s habitat in Australia

6. Left brain versus right brain

7. What are great sources of calcium?

8. Recycling facts you need to know

9. Do you have what it takes to be a NASA astronaut?

10. The rise of robots and AI: Should we be afraid of them?

11. How far down does the sea go?

12. The stages of sleep

13. Will Mars be our home in 2028?

14. A quick look at laboratory safety rules

15. The first person in history to break the sound barrier

Engaging Culture and History Presentation Ideas to Draw Inspiration From

History is filled with equally inspiring and terrifying stories, and there are lessons that students can learn from the events of the past. Meanwhile, interactive presentations about culture help students learn and embrace diversity. 

16. Women in history: A conversation through time

17. The sweet story of chocolate 

18. A history lesson with a twist 

19. The history of basketball 

20. The origin of the Halloween celebration 

21. AI History 

22. What you need to know about New Zealand 

23. 1883 volcanic eruption of Krakatoa 

24. Roman structures: 2000 years of strength

25. The most famous art heists in history 

26. Elmo: The story behind a child icon 

27. 10 things you should know before you visit South Korea 

28. 8 things you didn’t know about these 8 countries 

Health Class Presentation Topics to Help Students Make Healthy Lifestyle Decisions

Want to learn how to engage students with healthcare topic ideas? Then consider using these templates for your next interactive presentation.

According to the CDC , school-based health education contributes to the development of functional health knowledge among students. It also helps them adapt and maintain health-promoting behaviors throughout their lives. 

Not only will your presentation help with keeping students engaged, but you’ll also increase class involvement with the right slides.

The following examples of health and wellness interactive presentations include fun ideas and topics that are a good start. 

29. How to look after your mental health?

30. The eradication of Polio

31. How to have a healthy lifestyle 

32. 10 handwashing facts 

33. Myths and facts about depression

34. Hacks for making fresh food last longer 

35. Ways to avoid spreading the coronavirus

36. Mask protection in 5 simple steps 

37. Everything you need to know about the flu

38. All about stress: Prevention, tips, and how to cope 

39. The importance of sleep 

40. Is milk tea bad for you?

41. How to boost happiness in 10 minutes

42. How dirty are debit and credit cards 

43. Why do you need sunscreen protection

Data Visualization Ideas to Help Students Present Overwhelming Amounts of Data in Creative Ways

Data visualization is all about using visuals to make sense of data. Students need to pull the main points from their extensive research, and present them by story telling while being mindful of their classmates’ collective attention span.

As far as student assignments go, storytelling with data is a daunting task for students and teachers alike. To keep your audience interested, consider using a non linear presentation that presents key concepts in creative ways.

Inspire your class to be master data storytellers with the following data visualization ideas:

44. Are we slowly losing the Borneo rainforest?

45. Skateboard deck design over the years

46. Food waste during the Super Bowl

47. The weight of the tallest building in the world

48. Infographic about data and statistics

49. Stats about cyberbullying

50. How whales combat climate change

First Day of School Interactive Activity Ideas to Foster Whole-class-Camaraderie

Calling all teachers! Welcome your new students and start the school year with the following back-to-school creative presentation ideas and relevant templates for first-day-of-school activities.

These interactive presentations grab the attention of your students and are remarkably easy to execute (which is the main educator’s goal after all)!

51. Meet the teacher

52. Example: all about me

53. Self-introduction

54. Tips on how to focus on schoolwork

55. Course plan and schedule

Give our class schedule maker a try to access more templates for free. You can also access our presentation-maker , poster-maker , timeline-maker , and more by simply signing up .

56. Interpreting a student’s report card (for parents)

57. Introduction of classroom rules

58. Assignment schedule

59. Daily planner

60. Course syllabus presentation

61. How to write a class presentation

Topics to Teach Students the Importance of Effective Communication

Visual media  helps students retain more of the concepts  taught in the classroom. The following media topics and infographic templates can help you showcase complex concepts in a short amount of time. 

In addition, interactive presentation activities using these templates also encourage the development of a holistic learning process in the classroom because they help focus on the  three domains of learning:  cognitive, affective, and psychomotor. 

62. Interactive presentation do’s and don’ts 

63. How to create an infographic 

Recommended reading : How to Make an Infographic in 30 Minutes

64. How to improve your internet security and privacy

65. What is design thinking?

66. What are your favorite software tools to use in the classroom? 

Presentation Topic Ideas to Help Students Prepare for Life After School

One of the things that makes teaching a rewarding career is seeing your students take the learning and knowledge you’ve instilled in them, and become successful, productive adults.

From pitching a business idea to starting your podcast, the following topics are good starting points to prepare students for the challenges after graduation (aka adulting 101):

67. How to make a resume

68. How to start a startup

69. Credit card vs. debit card

70. Pros and cons of cryptocurrency

71. How to save on travel

72. How to do a SWOT analysis

73. How to pitch a business idea

74. Habits of successful people

75. Starting your own podcast: A checklist

Find out how a high school teacher like Jamie Barkin uses Piktochart to improve learning in the classroom for her students.

Pro tip: make your presentation as interactive as possible. Students have an attention span of two to three minutes per year of age. To keep minds from wandering off, include some interactive games or activities in the lesson. For example, if you conducted a lesson on the respiratory system, you could ask them to practice breathing techniques.

Maintain eye contact with your students, and you’ll get instant feedback on how interested they are in the interactive presentation.

Make School Presentation Visuals Without the Hassle of Making Them From Scratch

School presentations, when done right, can help teachers engage their classes and improve students’ education effectively by presenting information using the right presentation topic. 

If you’re pressed for time and resources to make your school presentation visuals , choose a template from Piktochart’s template gallery . Aside from the easy customization options, you can also print and download these templates to your preferred format. 

Piktochart also professional templates to create infographics , posters , brochures , reports , and more.

Creating school-focused, engaging, and interactive presentations can be tedious at first, but with a little bit of research and Piktochart’s handy templates, you’re going to do a great job!

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THE CHALLENGE OF EVALUATING ORAL PRESENTATIONS

Dr. michelle harris biocore.

Grading student writing fairly and consistently is challenging. Grading student oral presentations fairly and consistently is downright scary. What if we don’t remember everything students said? How do we simultaneously listen carefully and jot down grading notes and think of good questions to ask them? Until recently, these and other similar nagging concerns kept me awake at night. As a lab instructor in the Biology Core Curriculum (Biocore) Program, I wanted to be able to evaluate students’ oral performance as fairly as I did their writing.

We used this rubric for the first time in Biocore 324 lab in fall 2006 and were very pleased with it for several reasons. First, creating the rubric forced us to reflect carefully on and clearly articulate our expectations for student oral PowerPoint presentations. We decided on five basic components of a good oral PowerPoint presentation: content, organization, teamwork (our lab students work in groups of three to four), visuals, and presentation mechanics. Second, we had to define criteria within each of these categories specific to key issues of scientific thinking.

For example, in the content area, we focused on criteria such as developing a clear biological rationale and a complete, concise hypothesis statement. Third, we had to define the relative importance of these five components; we agreed that the first two components (content and organization) were more important than visuals and mechanics, because they were the strongest evidence of students’ understanding of scientific concepts and their efforts toward communicating them. The scores that teams earned on these first three components were thus weighted more heavily in terms of the overall presentation grade. Finally, we made the rubric available to students as they developed their slide shows, so there were far fewer student questions regarding our expectations. Research teams told us that they frequently referred to the rubric as they prepared their slides and practiced their oral presentations.

During the students’ 15-minute presentations, each of us (the TA, two undergrad TAs, and I) had the rubric in front of us while we listened. We made quick notes about the rating we gave for each component and often wrote cryptic comments to ourselves regarding questions/clarifications to ask each team during the five-minute question-answer session following each presentation. Immediately after all teams had presented, my TAs and I had a private round-table discussion of our individual component ratings and came to a consensus regarding the final grade for each presentation. When necessary, we would refer to the PowerPoint slides that students had posted online in our class My WebSpace folder.

I found that the component ratings assigned by my TAs often closely matched my own. When we had a difficult time deciding on a final grade, we would refer to the rubric to remind ourselves of the objective guidelines already in place. I felt much more confident that each final grade was appropriate, and TAs were better able to target precisely their written comments to help students improve.

Biocore Oral Presentation Rubric Conversion to Letter Grade

Biocore Oral Presentation Rubric

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46 Powerful Opening Lines for a Class Presentation

Hrideep barot.

• Public Speaking

Class presentations can be extremely stressful. The way you open your presentation will determine the way the rest of your presentation goes and how it is accepted by the audience. To make things easier for you, here is a list of powerful opening lines for a Class Presentation.

Before we get into the opening lines, here are some pointers to ensure your presentation has a good structure that will keep the audience engaged.

How to structure a good presentation

State the relevance and purpose to the audience, identify a core message, divide your presentation into three parts, use a simple and clear structure, use engaging and relevant slides, practice and rehearse your delivery, q & a session.

Determine the purpose of your presentation. What do you want your audience to learn or take away from it? Consider the knowledge level, interests, and expectations of your audience. This will help you tailor your content appropriately. Explain why the information is important or relevant to your audience

Identify a single central message that you would like to communicate to your audience. Then build your presentation around that core message. Select a clear and focused topic that aligns with the objectives of the assignment or class.

A presentation can be divided into three parts: an introduction detailing the purpose and structure of the talk; a body covering the main points; and a conclusion summarizing and highlighting the significance of your talk.

A good presentation structure means analyzing the core message of your presentation. Decide on a key message you want to impart to the audience, and then craft an engaging way of delivering it.

Design engaging and suitable slides that support your message and help your audience understand your presentation. Use rhetorical questions, anecdotes, or interactive elements to keep the audience engaged. Incorporate relevant visuals or multimedia to illustrate critical points. Ensure they are clear and legible, and add value to your presentation.

Practice your presentation beforehand to ensure that you can deliver it confidently and effectively.

Invite questions from the audience. Be prepared to respond thoughtfully.

Cite your sources if applicable. This adds credibility to your presentation. In fact, provide any recommended readings or resources for further exploration.

You can divide your presentation in the following manner-

Introduction:.

• Hook : Start with an attention-grabbing statement, question, or anecdote related to your topic.
• Presentation Statement : Clearly state the main purpose or argument of your presentation.
• Preview : Provide an overview of what you’ll be covering in the presentation.
• Each main point should be a separate section or slide.
• Present one key idea per slide or section.
• Provide evidence, examples, and supporting details for each point.
• Use visuals like images, graphs, or charts to enhance understanding.

Conclusion:

• Summary : Summarize the main points.
• Restate Thesis : Remind the audience of your main argument.
• Closing Statement : Provide a clear and impactful closing statement.

Structuring a class presentation effectively involves careful planning and organization. By following these steps, you can create a well-structured class presentation that effectively delivers your message and engages your audience.

Here are some additional tips for structuring your class presentation:

• Keep it simple: Don’t try to cram too much information into your presentation. Focus on the most important points you want to communicate.
• Use a variety of presentation techniques : This could include storytelling, humor, and interactive activities.
• Be clear and concise : Avoid using jargon and technical language that your audience may not understand.
• End powerfully: Leave your audience with a memorable thought or call to action.

By following these tips, you can create a class presentation that is informative, engaging, and memorable.

A powerful opening sets the tone for your class presentation and grabs your audience’s attention. Moving ahead to the main part of the article, here is a list of things you can incorporate to make your opening lines for a class presentation rather memorable.

Opening Lines for a class presentation

Ask a rhetorical question, use a startling statistic or fact, quote someone, make a provocative statement, interactive opening, visual description, make historical reference.

This is a great way to grab the audience’s attention and get them thinking about your topic. For example: “Have you ever wondered how the internet works?” or “What are the ethical implications of artificial intelligence?”

1. “Have you ever wondered why [topic] affects each and every one of us?”

2. “What if I told you that [startling fact or statistic]?”

Stories are a great way to connect with your audience and make your presentation more memorable. For example, you could tell a story about a personal experience related to your topic, or a story that illustrates a key point you want to make.

3. “Let me take you back to [a specific moment in time related to your topic].”

4. “I’d like to share a personal story that illustrates the importance of [topic].

This is a great way to grab the audience’s attention and make them want to learn more. For example: “Did you know that 90% of all data has been created in the past two years?” or “One in three people will experience depression at some point in their lives.”

5. “Did you know that [shocking statistic]?”

6. “It might surprise you to learn that [eye-opening fact].”

This is a great way to add credibility to your presentation. For example: “According to Albert Einstein, ‘Imagination is more important than knowledge.'” or “A recent study by Harvard University found that people who meditate regularly are more likely to be happy and successful.”

7. “As [famous figure] once said, ‘ [relevant quote].'”

8. “As Neil Armstrong once said, “That’s one small step for a man, a giant leap for mankind.” I believe space exploration is essential for the development of mankind.”

This is a great way to get the audience’s attention and make them think about your topic in a new way. For example: “The future of work is remote.” or “Artificial intelligence will revolutionize every industry.”

9. “Today, I’m here to challenge how we think about [topic].”

10. “Let’s consider a perspective on [topic] that might be different from what you’ve heard before.”

Other than these, there are certainly other ways of opening your presentation such as:

This is a great way to engage the audience from the beginning of the presentation. This will help keep the audience hooked and trigger their thought process too.

11. “I’d like to begin with a quick exercise. Raise your hand if [question-related to your topic].”

A visual description will help the audience to draw things from their imagination and will keep them engrossed in what you have to say after.

12. “Close your eyes for a moment and imagine [vivid scene related to your topic].”

Humor can never go wrong if you know the audience you are dealing with. A good laugh will always make your presentation go a lot smoother and easier.

13. “They say that [humorous twist on your topic]. But today, we’ll uncover the real story.”

Pick up a historical fact or reference that is quite common or that you can prove happened. This helps engage your audience and they would want to know how is that reference relevant in the context of your topic.

14. “In [specific time period], [relevant historical event] changed the course of [topic].”

Stating something and immediately countering your own statement will confuse the audience into listening to you more keenly. Which is why it serves the purpose of having your audience’s attention.

15. “While most people think [common misconception], the reality is quite different.”

Remember to choose an opening that aligns with your topic and style, and be sure to transition smoothly from your opening into the main content of your presentation. Additionally, practice your opening to ensure you deliver it confidently and engagingly.

Now, let’s look at some examples of opening lines for specific topics of class presentation

Opening lines for specific topics of a class presentation

Climate change, globalization and its effects, mental health awareness, artificial intelligence, gender equality, entrepreneurship, space exploration, cybersecurity, diversity and inclusion, the benefits of reading, the dangers of smoking.

• The challenges of poverty

The importance of recycling

16. “The world is on fire. Or at least it feels that way. The Amazon rainforest is burning, the Arctic is melting, and the Great Barrier Reef is dying. But we can still make a difference.”

17. “Imagine a world where our coastal cities are submerged, and our weather patterns become increasingly erratic.”

18. “In the next few minutes, we’ll confront a reality that demands our immediate attention: the accelerating crisis of climate change.”

19. “Today, our actions in one corner of the globe can have ripple effects thousands of miles away. The world truly is a web of interconnectedness.”

20. “As we discuss globalization, let’s remember that it’s not just about economics. It’s about cultures converging, traditions evolving, and societies adapting.”

21. “We all have mental health. Just like we have physical health. But why is it that we’re so afraid to talk about it? Why is it that we treat mental illness as a taboo topic?”

22. “Close your eyes and think about a time when you or someone you know faced a mental health challenge. It’s more common than you might think.”

23. “Mental health is just as important as physical health, but it is often overlooked.”

24. “One in five adults in the United States experiences mental illness each year.”

25. “Mental health problems can impact anyone, regardless of age, race, or socioeconomic status.”

26. “Imagine a world where machines can think and learn like humans. A world where robots can do our jobs, and self-driving cars can take us anywhere we want to go. This is the world of artificial intelligence.”

27. “From self-driving cars to virtual personal assistants, the rise of artificial intelligence is reshaping the way we live and work.”

28. “Today, we stand on the precipice of an era where machines can not only think but learn and adapt.”

29. “It’s time to talk about gender equality. It’s time to talk about the fact that women still earn less than men, that they are underrepresented in leadership positions, and that they face discrimination and harassment on a daily basis.”

30. “What do Steve Jobs, Mark Zuckerberg, and Elon Musk have in common? They’re all entrepreneurs who started with nothing and built billion-dollar companies. But what does it take to be a successful entrepreneur?”

31. “The cosmos, with its vastness and mysteries, has beckoned explorers and dreamers for centuries. Today, we’re on the cusp of new frontiers.”

32. “As we look up at the night sky, it’s important to remember that each star represents a potential world, waiting to be discovered.”

33. “In an era where our lives are increasingly intertwined with technology, the battleground for our security has shifted to the digital realm.”

34. “Picture this: a breach in cybersecurity can lead to consequences as real and impactful as a physical break-in.”

35. “Diversity isn’t just about ticking boxes on a checklist. It’s about recognizing the richness that comes from embracing different perspectives and experiences.”

36. “In this room, we each bring a unique story and perspective. Together, we have the power to shape a more inclusive world.”

37. “Diversity and inclusion lead to innovation and creativity.”

38. “Reading can improve your vocabulary, grammar, and writing skills.”

39. “Reading can help you to learn about different cultures and perspectives.”

40. “Smoking is the leading preventable cause of death in the United States.”

41. “Smoking causes cancer, heart disease, stroke, and other serious health problems.”

42. “Secondhand smoke is just as dangerous as smoking itself.”

 The challenges of poverty

43. “Poverty is a complex problem that affects millions of people around the world.”

44. “Poverty can lead to hunger, homelessness, and lack of access to education and healthcare.”

45. “We all have a role to play in fighting poverty.”

46. “Did you know that it takes 700 years for a plastic bag to decompose?”

These opening lines can be used as inspiration to create your own powerful opening line for your class presentation. Make sure it sets the tone for the rest of your presentation.

These opening lines are designed to capture attention and provide a strong foundation for your presentation on these specific topics. Remember to follow through with compelling content and a strong conclusion to leave a lasting impression on your audience.

List of other resources for you

As a college student, presentations carry a lot of weight, so How to Give a Presentation in Class as a College Student

As talked about, organizing your presentation is essential, hence Presentation Structures: Everything You Need To Organize Your Talk

Sometimes, you can have a lot of content and not know what to remove, 14 Techniques To Ensure Audience Engagement Through Long Presentations

Doing things at the last minute is not okay, unless and until you know how to get it done effectively. Help! I Have A Presentation Tomorrow & I Am Not Prepared

Sometimes you would not have someone around to practice your presentation, and for that Have A Presentation Coming Up. Here’s How You Can Practice It By Yourself

I hope this is helpful. When choosing an opening line for your presentation, be sure to consider your audience and what you want to achieve with your presentation. You can always try to get in touch with a professional to get advice on your presentation structure and how you present it. For this, check out our personalized coaching services !

Enroll in our transformative 1:1 Coaching Program

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Expanding Students’ Ideas About How to Give Presentations

A simple framework can help upper elementary students find the perfect method to share their learning with their classmates.

As soon as we tell our fifth-grade students that they will be presenting a project, they immediately ask, “Can I make a PowerPoint?” After years of responding, “But you don’t even know what the project is yet,” we decided there had to be a better way for our students to get started on projects.

Many elementary students love sharing what they have learned with their class but are sometimes unsure of how to go about it. Frequently, this leads to an excited presenter but a disengaged audience. After brainstorming what our expectations would be for students’ projects, we came up with three things that we thought were most important for successful project planning: purpose, depth, and delivery. By using our simple, three-step framework, our students have been able to create detailed, engaging projects that use a variety of delivery methods. This framework also gives students more autonomy in their work, something that’s particularly important for this age group.

Before students can begin a project, they have to have a specific purpose in mind. Often, this purpose comes from the teacher, but when students decide the direction of their project, they feel empowered to grow their own ideas. If they can clearly explain the purpose of their project, they can move quickly into the research portion without having to sift through the seemingly endless resources at their fingertips. We like to use the Question Formulation Technique to help our students get started. After generating questions, students can choose the question that interests them most.

Purpose reflection questions:

• Why am I doing this project?
• What questions do I have about this topic?
• What am I excited to learn more about?

After choosing a topic or question, students must break it down into smaller pieces. This could mean finding connections between their topic and personal interests or generating more questions that will lead them closer to finding the answer to their main question. This provides the road map that will help them identify the resources they should use and direct their research.

Depth reflection questions:

• How detailed do I need or want to be?
• What resources are available and reliable?

Helping students find an appropriate method of delivery is an extremely important part of our framework. In the past, our students have felt limited to using only basic presentation tools, like slides or posters. While students may use these methods, we do not want them to feel confined to only those options. Young learners are stunningly creative and should be able to share their knowledge in a way that they find exciting, but also in a way that is appropriate for their topic.

We encourage our students to shift their focus from presentation tools they are familiar with to the tools that best suit their project. Further, students need to identify their audience and if they are hoping to inform, persuade, entertain, or some combination of those. If students are unsure which presentation method to choose or are working in groups and disagree about method, they can use a decision matrix to help. We also encourage our students to think about what they would be excited to see as an audience member.

Delivery reflection questions:

• Who is my audience?
• Am I trying to persuade, inform, or entertain?
• What would I like to see as an audience member?

Supporting Student Voice and Choice

In our classes, we usually encounter two types of students: those who cannot wait to share and those who would rather do anything other than present something in front of an audience. This is something we love because it means we can help our learners find creative solutions.

We want our students to feel empowered to authentically be themselves, and every presentation is an opportunity for that to happen. For example, one of our former students was shy in front of the class but loved puppets. He was able to present his projects on recycling and pollution with his puppets, and, honestly, he captivated his audience more than many adult presenters we have seen. Another student loved Minecraft and created an entire human body, complete with in-game signs identifying and describing each organ and body system.

We have seen skits, songs, models (both physical and digital), videos, radio shows, dynamic slide presentations, drawings, and animations from young learners who were excited to share them. We have students using technology tools and programs that we had no idea existed, yet they are able to combine the tools with their newfound knowledge with ease. Further, every time a student presents to our classes, we get to learn something new about them and see their skills applied in a new way.

Since we implemented our purpose, depth, and delivery framework, our students have been sharing their research with us and asking for our feedback on their choice of delivery method, instead of simply copying and pasting information from the internet. We have moved beyond presentations for only our class and have had students present ideas to other classes and our school leadership team. Our students feel empowered to take their learning outside of our classroom walls and naturally expand their knowledge beyond our standards and curriculum. They feel connected to the information they are sharing and have grown personally as well as academically.

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For Earth Day, Try These Green Classroom Activities (Downloadable)

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Earth Day is April 22 in the United States and the day the spring equinox occurs in some parts of the world. It’s a day to reflect on the work being done to raise awareness of climate change and the need to protect natural resources for future generations. Protecting the earth can feel like an enormous, distant undertaking to young people. To help them understand that they can play a role by focusing on their backyards or school yards, educators can scale those feelings of enormity to manageable activities that make a difference.

We collected simple ideas for teachers and students to educate, empower, and build a connection with nature so that they may be inspired to respect it and protect it. Classrooms can be the perfect greenhouse to grow future stewards of the environment.

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Final Grade for Titans' 2024 NFL Draft Class Will Rise or Fall with Latham and Sweat

The opinions run to extremes, but there is a common thread: The success or failure of the Tennessee Titans' draft class will hinge on the performances of their top two picks, Alabama offensive tackle JC Latham and Texas defensive tackle T'Vondre Sweat.

• Author: Nubyjas Wilborn

In this story:

NASHVILLE — Grades are in for the 2024 NFL Draft. Depending on the scout or analyst, the Tennessee Titans rank anywhere from near the top of the league to near the bottom.

While the opinions run to extremes, there is a common thread: The success or failure of the Titans' draft class will hinge on the performance of their top two picks, Alabama offensive tackle JC Latham and Texas defensive tackle T'Vondre Sweat.

AllTitans.com interviewed six NFL and college scouts during the draft. First, Latham and his transition to left tackle.

Some of the scouts believe the position switch could be too challenging in the NFL. Others are optimistic about the move, citing Latham's athleticism. 

"Bill Callahan is one of the best offensive line coaches we've seen in the sport, and if he thinks Latham can play left, then I'm going to believe it, too," an NFC Scout said. "And if Latham can adapt, then (quarterback) Will Levis will have a chance to show how good he can be. Latham is huge, strong, and versatile. He's in a good spot."

Titans coach Brian Callahan expressed confidence in Latham at left or right tackle. 

"There's a precedent. I mean, guys have played right and played left and made the switch," Callahan told reporters after the pick. "So we had a comfort level with the player and the athlete and what he's capable of. And so, having him go to left and start out there — and look, if he doesn't feel comfortable there, it doesn't look right and look natural, move him back to right. 

"Like I said the other day, you need tackles, period. So, it doesn't really affect us one way or the other which tackle he plays. He's just a really strong, powerful, big, athletic human. There's not a lot of guys that look like him on Earth. So, we like that."

There is little concern about Sweat's on-field performance, but when he was arrested on suspicion of DUI fewer than 24 hours before a scheduled visit to interview with the Titans, that was a red flag for some.

"Some teams would've canceled his visit and took him off their draft boards," an AFC West scout said. "But, (Titans general manager Ran Carthon) is an understanding guy who gives people chances to redeem themselves. T'Vondre seemingly enjoys a good meal and a fun time, and there are many places he can indulge himself in in Nashville if he chooses. However, the boy can play and he's a force. The pick looks like a reach if you base it on the mock drafts by media but, no offense, y'all aren't in the draft rooms. Ultimately, it's up to Sweat to prove the Titans right." 

One of the Titans' first expectations for Sweat is losing weight. He likely won't play at his listed 366 pounds.

"He's a big man that has big man issues, and weight and body fat is part of that," Callahan said. "He has to work hard to make sure he maintains it. And we'll work with him to set the weight that he needs to be at and the expectation is that he'll be at that weight. I informed him when we made our visit down there, that it's also very expensive when you're not at the weight you're supposed to be at. So he's well aware of what that cost can be, and it's significant if you're significantly overweight."

Here is the Titans' 2024 Draft Class followed by a few of the published reviews. The grades ranged from A-minus to D-plus.

• Round 1, No. 7 overall: JC Latham , OT, Alabama
• Round 2, No. 38 overall: T’Vondre Sweat , DT, Texas
• Round 4, No. 106 overall: Cedric Gray , LB, North Carolina
• Round 5, No. 146 overall: Jarvis Brownlee Jr. , CB, Louisville
• Round 6, No. 182 overall: Jha’Quan Jackson , WR, Tulane 
• Round 7, No. 242 overall: James Williams , S/LB, Miami
• Round 7, No. 252 overall: Jaylen Harrell , OLB, Michigan.

NFL.com grade: A-minus

"Gray's recognition skills and quickness make him a fit in the middle of Tennessee's defense," NFL.com said. "Brownlee has the talent to step into the fray as a rookie and earn a starting job down the line. Jackson's quickness helps fill two needs: depth at receiver and as a returner. Harrell should have been picked much earlier as an edge rusher, a spot where the Titans needed depth."

ESPN grade: C-plus 

"If Latham makes an easy conversion to left tackle and immediately dominates, this class will look much better," Mel Kiper wrote. "As is, I don't love the value overall."

New York Post grade: D-plus

"A boom-or-bust class right from the top," the Post wrote. "Was Latham a panic move after the Chargers surprisingly stayed at No. 5 and took Joe Alt? Sweat might have been available a round or two later because of character concerns. Bringing a known partygoer to Nashville is risky."

Some other grades:

• Sports Illustrated: C-minus
• CBS: B-minus
• Pro Football Focus: B
• Yahoo: C-plus
• AtoZ Sports: B
• Bleacher Report: C
• Associated Press: B

After the draft, Carthon and staff began inviting undrafted free agents to rookie minicamp. Here are some of the prominent names so far.

• Dillion Johnson, running back, Washington
• Robert Javier, defensive back, Towson
• Rod Gattison, cornerback, Western Carolina
• Steven Stilianos, tight end, Iowa
• Keaton Ellis, safety, Penn State
• Khalid Duke, defensive end, Duke

Related Titans stories

• LATHAM'S JOURNEY TO NASHVILLE:  In high school, JC Latham played at IMG, a program known for nurturing professional athletes. He then played for legendary coach Nick Saban in Alabama. He's hoping to continue evolving in the National Football League with the Tennessee Titans.  CLICK HERE
• WHAT CALLAHAN, CARTHON SAID : Here's everything general manager Ran Carthon and coach Brian Callahan said after the Tennessee Titans selected JC Latham in the first round of the 2024 NFL Draft.  CLICK HERE
• O-LINE MUSCLES UP:  Peter Skoronski, the All-Rookie team left guard, now will be flanked on the Tennessee Titans offensive line by center Lloyd Cushenberry, who allowed only one sack in 2023, and first-round draft pick JC Latham, a 6-foot-6, 342-pound anchor at left tackle.   CLICK HERE

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