Share Your Learning With Others: Step 7 of the Searching for ANSWERS Inquiry Process

Because students have all completed the inquiry process, they have gone through a common set of struggles. Because of this, they will likely be more empathetic listeners and viewers. This shared experience can give them valuable perspective as they listen and see what their peers have done. In the process of preparing and presenting to a targeted audience, they will also build upon the empathy that they gained during the audience analysis aspect of the Elaborate and Express step.

Presenting their findings provides students with another opportunity to build understanding and increase retention. In order to teach a topic, students will need a higher depth of understanding about their topic, and studies have shown that teaching something greatly improves retention. We experience this as teachers, sometimes not realizing gaps in our understanding until we are teaching it. This is okay, as it’s part of the learning process and a valuable experience for our students.

During inquiry learning, students should be learning as much about the process of learning as they do about the academic content. These are important life skills that will serve them long after they leave our classrooms. When students get feedback from an audience, it can help inform them in thinking about their inquiry and thinking processes. This feedback can come in the form of audience reaction, judges’ comments, listener questions, peer feedback, or self-reflection. Seeing how their peers approached the work can also provide them with additional opportunities to get ideas and reflect on how they can approach their own work differently in the future. In fact, students should weave back to the “R” step of the ANSWERS inquiry process and intentionally review, reflect, and consider how they would revise their process the next time they encounter this type of experience.

The experience of sharing our learning and interacting with an audience helps to develop critical skill areas. First and foremost, students must practice the art of communication. This may include effective writing, speaking, listening, and more. Students will also apply and develop skills around technology, design, and presenting. Interacting with others will also require students to navigate elements of social and emotional learning (SEL).

During the inquiry journey, especially for longer inquiry projects, students may experience the emotion of wanting to give up. If we can guide them to a successful end point where others see and celebrate their work, students often gain a sense of accomplishment, which they can use to fuel them through future, more rigorous learning. Successes that follow productive struggle lead to a great sense of pride and foster a growth mindset.

While some students will celebrate their accomplishments intrinsically, public sharing offers an opportunity for a public celebration of successful learning. Success often encourages future success, as it gives students confidence and a positive reward for their hard work. A public audience provides opportunities for accolades and positive feedback and can continue to reinforce a growth mindset.

How well do you know the information you will share?

• Having confidence in what you know will bring you confidence when sharing your learning with others.
• Review your findings. If presenting, create note cards using templates like Adobe Spark Note Card Templates or using tools like Evernote or Google Keep.

What materials and technology do you need to set up?

• Identify, gather, and set up materials and technology needed for presenting or publishing.
• Consider backup options if you should encounter technology issues.
• Test the technology and practice using it to be sure that it is working as expected and needed.
  • Check your Wi-Fi and Internet connection.
  • Test the audio and video.
  • Make sure that the device is fully charged.
  • Reboot the device before presenting.
  • Close all extra windows or tabs.

What do you need to do to get the space or stage ready?

• If it is a live presentation, visit the physical space and consider how you will arrange your “stage.”
• Spend time in the space to get comfortable. This will reduce anxiety when presenting.
• Test and practice using the technology in the space to get comfortable with the various pieces of equipment, like a microphone, a projector, or a panel.
• Consider the audience experience.
  • If you are presenting live, be sure that the audience can see your artifacts, lab, text, or visuals from all areas of the room, including the back.
  • If you are presenting virtually, test the screen sharing to be sure that the audience can see your materials. Are your text and visuals readable? Be aware of backlighting issues. Adjust the space so that light sources, such as windows and lamps, are in front of you.
  • If publishing online, review your project on different devices to be sure that the user experience is as expected.

What do you need to do to prepare for your specific audience?

• Revisit the audience analysis that you completed in the Elaborate and Express step to ensure that your information and delivery will engage and appeal to them.
  • Who is the targeted audience?
  • What does the audience already know about the problem, task, or situation?
  • How does the audience feel about the topic?
  • What is their level of interest in the topic?
  • What are their expectations for the presentation?
  • What relevant demographic information should be considered, such as age, gender, cultural background, and level of education?

• Consider your audience experience.
  • Can they hear you and see the visuals regardless of where they are sitting in the audience?
  • Can they navigate and see the information that is published online, regardless of the device they are using?
  • Are the share settings set for them to access needed resources?

• Engage the audience.
  • Grab their attention by opening with a quote, scenario, story, or interesting fact or statistic; an intriguing question; an interesting prop or visual; or a bit of relevant humor.
  • If presenting via videoconference, leverage the chat and Q&A features within Microsoft Teams, Google Meet, or Zoom.
  • Create backchannel opportunities for the audience to submit questions, add comments, or discuss the topic by using tools like Google Slides Q&A, Mentimeter, or Padlet (Tips).

How and when will you rehearse?

• The more you practice, the more you will be confident and comfortable.
• Rehearsing also helps reduce anxiety, which is a natural emotion that we experience when presenting.
  • Nerves are normal; they are a signal that your body is preparing itself.
  • Recognize how your body is responding and practice using positive self-talk to calm the nerves. Talk to yourself like a cheerleader who is excited to see you perform.
  • Realize that the physiological reactions you’re experiencing are the body’s way of helping you prepare for peak performance (more oxygen, adrenaline, etc.).
  • Taking slow, deep breaths can slow your heart rate if you need to calm yourself. Use mindfulness resources, like Mind Yeti (Tips), for relaxation.
  • Remind yourself that everyone feels nervous presenting and that others want you to succeed and are there to support you.
  • Talk to someone about how you are feeling. Saying our fears aloud to a friend or family member can help reduce our anxiety.
  • If the anxiety is acute, reach out to your parents/guardians or a counselor for support.
• Practice on your own in front of a mirror as well as in front of family, friends, and/or peers.
• Practice going slow, as you will naturally speed up when presenting. Build in pauses to avoid using fillers like “um” and “like.”
• Practice using your notes. The notes should serve as cues. Avoid reading the notes, as your audience will be more engaged by your more natural, conversing style.
• Practice vocal variety to avoid being monotone (vary your tone, volume, and pace of voice).
• Practice using gestures and making eye contact. Practice having strong posture and confident body language (avoid fidgeting).
• If presenting live, practice the entire process of presenting: stand up, walk to the front, present, return to your seat, etc.
• If presenting virtually, practice presenting in the videoconference tool that you will be using.
• Record yourself practicing. Watch the recording and consider how you can improve your presentation. For Zoom, Google Meet, or Microsoft Teams, use the record meeting feature to record yourself.
• Visualize a positive experience. See yourself in your mind presenting a great presentation.

How will you know when you are ready to present or publish?

• Identify indicators that will let you know when you are ready to share your learning.
• Some example indicators include: I know the information well. I have tested the technology. I looked at my published product on all devices. I have rehearsed the presentation until I feel confident.
• Once ready, see the tips below for presenting or publishing your findings.