Presentation
... is for presentation
Another option in the additional formats is the presentation to accompany the written report. Students can submit a 7 minute presentation or 700 word script in addition to their written report. This is a great option; firstly, IB students develop such great communication skills throughout their course that this can be a really familiar and appealing option. The second reason is that students can feel they can articulate themselves more succinctly in 7 minutes than they can in writing.
The nature of the presentation
One of the additional formats listed is a short film which means a 1500-2000 word report with additional 7 minute presentation or 700 word script.
A daunting prospect ... for who?
Undoubtedly, less students do Option 2 than Option 1; but arguably those who do choose Option 2 have a real passion for the medium that they are using and their reflective project experience is arguably more fulfilling. Nothing wrong with doing Option 1 but let's make sure it's for the right reasons and not playing it safe. The presentation is a great option as students can feel they can say more in 7 minutes than they can write in the full Option 1 3000 words. It might be that a student has a particular talent for public speaking or that they want to push themselves in this medium or simply that they feel comfortable giving presentations. It is also a great medium to communicate the passion of their opinions and ideas for potential solutions to their ethical dilemma.
It reminds us that we are not expecting a straight trajectory of success and full of highs and lows, problem-solving and frustrations but remember that the only way to score in the higher markband of reflection is through reflecting on successes and setbacks. Whatever the students' reflective project experience, we want them to be conscious of the process and explicit in their development; sometimes venturing into unknown territory and flexing a bit of risk-taking is just what is needed.
What can you do with a presentation?
By the time students approach the reflective project, oral presentations might feel second nature to them and provide a useful opportunity for them to practice skills which are required in the world of work. Talking through the research and knowledge and understanding of the ethical dilemma with their supervisor an help students synthesise information and short step away from presenting to an audience. Without what can be perceived to be a lot of extra work with the additonal formats, students may find they can evaluate and articulate their own synthesis of understanding of their chosen ethical dilemma far more successfully and substantially than 500-1000 further words of essay.
A key point here is to consider what would be the most effective use of the 7 minute presentation or 700 word script in terms of the criteria and how will you use the written report to support. Creating the film first can be a really good idea as this is certainly the most time consuming part of it. However, you won't be able to fulfil all the criteria with the film so do ensure you don't take on too much or too little.
Making connections and using the additional formats as preparation
The significance of the local context
Irrespective of format, exploring how one's local environment can be documented is an important part of students' personal development as it allows them to make an individual connection to their community. They may approach this through a particular lens - say their service learning projects, a pastime, family life etc... or it may be documenting the most influential places to them in their local community.
Criterion B
... asks for students to explore the impact and significance of their ethical dilemma in a local or global context. Notice the 'or'. However, students often choose to look at both which can be hugely impactful as they are considering the implications of an ethical dilemma on a local and global platform and making connections between them.
Multimedia challenge.
As students consider the presentation option of the additional formats, it is interesting to play about with other formats as well. This activity includes film, display and presentation as just some ways of responding. After all, if choosing the presentation, students will need to consider if they will use media to support their spoken words.
Students consider the context in which they live whether this be the city centre, suburbia, rural, mountainous, seaside ...using just their camera phones, students take ten photos that capture their context to them. Within these photos, what is captured? How might an outsider view these photos? Did their assignment help them recognise more about their community?
Once you have established an ethical dilemma for a focus, consider how this is depicted in the world directly around you. Think about experimenting with interview, voiceover and simple editing tools on your phone.
Take your images and experimenting and shape them into a short presentation to give to your peers in small groups.
Tip! This is a great opportunity to explore the marking criteria and ask students to explore Criterion B and how well they have looked at the ethical dilemma in context from multiple perspectives.
Reflective Project ethics
The following guidelines are actually relevant for all options both in terms of research as well as when interacting with external stakeholders in the community - this could be in film, interview, and collection of research data.
If you do choose the Presentation option and decide to create a spoken presentation, then remember, like all reflective projects you must consider how to carry out your work ethically. Consider how you are going to attempt to explore your ethical dilemma in a balanced way on film and how you are explicit in your academic integrity.
1. Consider whether you will interview anyone as part of your primary research in your reflective project. You must seek permission of anyone involved and they must be informed about the purpose and intended use.
2. Always communicate with your supervisor about what you are planning.
3. Set the intention of objectivity and balance in your spoken presentation- that you will try to capture a situation as accurately as possible without creating an artificial representation at all. It is important that you take into account and explore bias and validity within your spoken presentation and written report so be clear about your research methodology throughout both.
4. Keep the big picture in mind. How does the picture fit in to the overall purpose of your reflective project? Are you telling a narrative and what are you trying to communicate? Half way through, is it still communicating what you intend? And reflect at the end - were you successful in how you chose to explore the ethical dilemma?
5. It goes without saying that, and this is an extension of point 2, if you are not sure if something is right/sensitive/dangerous, then do not do it.
6. ACADEMIC INTEGRITY: So important it is in capitals. Your subjects and all your sources must be given credit in your credits and/or bibliography.
A spoken presentation (recorded audio or video; 7 minutes) or a written script (700 words)
Choose a spoken presentation to support a shorter essay if you feel confident that you can present the content orally in an engaging, articulate and convincing way. This is a great format to support a shorter written essay if you want to present the ethical dilemma with a sense of debate especially if you feel very strongly about the issue.
Mind map your initial ideas for:
... what content would be best presented in the shorter essay and the spoken format
... how you could support your presentation visually too
... how you could utilise your voice or body language to support the delivery further
... which elements you find most daunting and which you find most appealing