SESSION 1

The teacher introduces the topic of presentations.

Students list the presentation tools they know (Powerpoint, Prezi, Google Slides…)

The students and teacher discuss the characteristics of a good presentation, and the components a presentation should have to be clear and helpful to the audience.

Suggestion: This could also be a good moment to discuss how students feel when they have to make presentations, what they think their strengths and weaknesses are and how they could try to compensate for these and overcome them. (10´).

Students are divided into groups of four and are given a topic they need to present in front of the class and teacher.

Suggestion: Depending on the stage of the course when this activity is carried out, the teacher can decide to have topics raffled or to allow the students to choose any topic from the syllabus freely. (5´).

Each group needs to read and conduct some research about the given topic and produce a digital visual aid to deliver a presentation in front of the class.

They can use any application they like, such as Powerpoint, Keynote, Prezi, Google Slides, Haiku Deck, among others.

The teacher makes sure not all groups are using the same tool.

The teacher makes sure students take into consideration a checklist with all the components the presentation needs to have, which were proposed and discussed collectively at the beginning of the activity. These could be: front page, table of contents, clear images, concise text, friendly colors, conclusions and references, among others. (30´).

Once students have prepared the presentation, they have to get organized and decide on the roles each member of the group will have when they make the presentation. (5’-10´ - End of Session 1).

SESSION 2

Apart from the presentation itself, each group needs to think about a digital activity to assess the audience's understanding of the contents they have shared.

It could be a game, a quiz, a wordsearch a crossword or any other idea they might have.

Suggestion: the teacher encourages students to think about activities that have a playful, game-associated element.

In addition to choosing the tool they will use to design the activity, they should think about how they will apply it. Will they share it with their peers using a social network? Will they show it to the whole group together using the projector?

Websites such as Kahoot, bookwidget or polleverywhere offer the possibility of easily creating games. (30´).

tudents try out their games/activities and check they work well. (30´ - END OF SESSION 2)

SESSION 3

The students deliver their presentations and afterwards they conduct their activities or games. (Duration: may vary depending on the number of students. Approximately 10´per group ).

After the presentations the students evaluate the features and characteristics of the tools they used.

Suggested questions:

-In which ways were they useful?

-Did they have features that help the presenters?

-Were they easy to use?

-Did the tools fulfil our needs?

In the same way, the tools used for the game or following activity can be evaluated.

As well as the role of games and this type of activity in learning.

(10´ - END OF SESSION 3)