Importance and Benefits of Student Presentation in History Class

There are many reasons and benefits for teachers to include student presentations in middle school history classes. There are traditional and modern methods that can be used by the teachers to support students efforts in developing these presentations. In the current teaching age, the use of presentations is gradually taking root in the system with both students and teachers embarking it enthusiastically. Many if not all modern classrooms contain equipment necessary for any form of a presentation by the students like computers and projection devices which are mainly effective in modern methods of presentation (Apperson, Laws & Scepansky, 2006). Research indicates that presentations increase the interest levels, especially in students for the subject under study. Using presentations can be an important method for developing history curriculum. Creating a presentation allows students to think about history creatively. They can feel as though they have something to gain from experience and also learn presentation and communication skills, which are essential for the rest of their education and lives.

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Teaching and working with presentations may also deepen their understanding of the material and make them interested in the information because it is tailored to more than one learning preference and incorporates them all. Presentations are also important for students because the students assume two roles. They are enabled to function in their future professional environment successfully, and they prepare for their possible academic career (Zivkovic, 2014). The uniqueness of the history subject calls for student presentations to ensure mastery of content.

Students can perceive history as a boring subject since the traditional method of teaching focuses on memorizing dates and facts. Instead of having the teacher talk for the entire class session, it is best to have students present by themselves to engage their historical imagination of the subject matter (Fielding, 2005). One of the advantages of class presentation in history is that students have autonomy when it comes to choosing the content and mode of presenting. They become more invested by spending more time on understanding the material to be discussed. Moreover, through presentations, students are encouraged to be creative, which is an opportunity for them to unleash their talents. Students will want their presentations to be engaging in class. Thus they will put extra effort in it. They will self-study on the assigned topic and get to learn new things on their own. Besides, what constitutes an effective presentation is that the content is well organized and enjoyable (Alshare & Hindi, 2004). Collaboration is another benefit, wherein students engage in conversation and take on problem-solving together in class presentations. It is important when they enter the workforce in the future (Passanisi, 2015).

Regardless of whether the presentation is group or individual, it helps in boosting the self-esteem of students since they get to be themselves in front of the class. One may discover that he or she has a talent for public speaking or advertising because of giving presentations in class (Saavedra, 2013). Fedisson & Braidic, (2007) argued that presentations increase self-confidence and significantly raise achievement levels. Peer discussions with the student presenters help students gain information effortlessly and build the students presentation and communication skills during a proper presentation.

Presentations in history class involve both teaching and learning elements. Student presentations encourage further exploration of topics in the curriculum in greater detail compared to teachers only giving lectures. It allows the students to be engaged in a teaching method known as student as teacher or student as the expert, which changes the classroom dynamic and gives new life in the classroom. Presenters will have a deeper knowledge of the topic while the audience will have a broader understanding of it. There is an exchange of roles and perspectives between the presenter and the audience. Student presenters develop a wide range of communication and presentation skills. Student presentations encourage student-centered participation. They may also be a tool for peer teaching and learning (Chivers, 2007). In a history class presentations ensure that students apply the appropriate historical language and not just develop a common presentation. They may also get an opportunity to identify precise information from various historical figures. Presentations also offer a great opportunity for the students in a history class to voice out their research and findings to a significant audience thus helping develop confidence in them towards mastering the subject (Quanchi, 2003). Middle school represents a time when the students are identifying the various passions they may have and class presentations in a history class help students dig deeper into historical facts and in the process many may develop a passion for the subject and pursue it during higher education levels.

The ability to communicate effectively is highly important in the real world. The unique demands of the 21st century need individuals who have the potential to be effective communicators to operate well in the workplace. Through delivering presentations in class, students are being prepared to meet those work demands such as giving presentations at conferences or meetings, symposia and others (Hedge, 2001). Oral presentations are part of the learning experience of students. They are a part of the curriculum of each academic level. Teachers require a student to present in class to help him or her fully understand the assigned topic to be discussed and also hone his or her communication skills. Studies show that an oral presentation in class is beneficial for learning and socializing among students (Haber, 2008).

Using presentations can be an important method for developing history curriculum. Creating a presentation allows students to think about history creatively. They can feel as though they have something to gain from experience and also learn presentation and communication skills, which are essential for the rest of their education and lives. Teaching and working with presentations may also deepen their understanding of the material and make them interested in the information because it is tailored to more than one learning preference and incorporates them all. Presentations are also important for students because the students assume two roles. They are enabled to function in their future professional environment successfully, and they prepare for their possible academic career (Zivkovic, 2014).

Students can develop more skills from learning how to present because presentation skills build many more skills, such as research, writing, organization, analytical, and synthesis skills, provided that teachers help them develop these skills with the right questions and guidance (Strauss, 2015). Other students have used this learning by applying presentation and content skills to other life issues or matters, called far learning transfer (Strauss, 2015). Cooperative learning and inductive teaching can lead to material transfer, where students use learned skills and knowledge to become critical and analytical thinkers in other classes and social relationships, at work or anywhere. A middle school history class presentation lays a foundation for the student to identify how various issues in the society, in different careers, national events and much more operated and still operate. The student then gets an opportunity to learn and make various decisions even on issues touching on their personal lives.

Students need many opportunities to enhance their skills in communication since it is an integral part of every professional environment. The role of teachers is to give instruction to students and guide them in preparing, organizing and delivering oral presentations (Zivkovic, 2014). It is also of their concern to help students learn how to create an impactful visual representation of their presentation and find out how to navigate the software needed to create it. The teacher creates an opportunity for students to become more familiar with the types of presentation programs and apps that exist to create strong presentations and visual aids. Teachers should also be teaching students how to successfully use these presentation programs, presentation apps, and what is in a successful presentation.

Much has been explored regarding the benefits and impacts of student presentations, primarily for the students who are tasked to present in history class. First of all, through class presentations, students can develop their leadership skills. It is primarily right during group projects when a leader will be assigned to designate various tasks and roles to the team members. The designated leader is responsible not only for the allocation of tasks to make the project successful but also for ensuring that the members who receive the particular functions are capable enough of satisfying the objectives of the work or are the most qualified and knowledgeable in doing it (Alshare & Hindi, 2004). A group project for a history class presentation may be simple work, but this is a good training ground for future leaders to practice their leadership skills as they have to deal with different kinds of people and perform well under extreme pressure (Chivers & Schoolbred, 2007). These leadership skills, in particular through the presentation, are illuminated by Francis Paul Prucha who developed a presentation that looks at the relationship that was there for the government of the United States and Native Americans during the colonial era. The work is known as The Great Father: The United States Government and the American Indians (Flavin, 2009). It is a presentation developed by an influential figure in society and demonstrates the impact such items have on the leadership development of the student in middle school.

Most of the time, the student voted to lead the group for class presentation is selected as such because the group members perceive that student to be confident and exude charisma and exude the charisma that will positively influence and encourage the other groups members. However, what about the students who do not show the same level of confidence as the leader? Or how about those who are too incredibly shy even to stand in front of the class?

Thus, this is the weakness among some students that group presentations can eliminate. It is indeed unnerving to stand in front of some people where everyone is looking at you, and observing every move you make and listening to what you say. Being shy and nervous to speak in public is natural. Hence, the important aspect here is hiding this nervousness and presenting an aura of expertise and confidence. As Siddons (2008) wrote, Dont be shy: audiences are much more likely to believe the truth of what you are saying if you state your expertise up front (p. 20). Siddons (2008) even recommended some tricks to overcome shyness during presentations: I have a friend who becomes uncharacteristically shy when presenting, so he draws little eyes and smiley faces on his cards to remind him to appear more cheerful and look at the audience more (p. 39). A presentation in a history class portrays the student as one who has a precise understanding of what he or she is talking about. Therefore middle school history students need to understand that when in front of the audience giving a presentation, what they offer to the listeners is what is viewed as the truth.

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