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Presenting Radiology to Students: A Guide for Rad Techs

Presenting Radiology to students can be a rewarding yet challenging task. As a Radiologic Technologist, your career is filled with fascinating insights, diverse challenges, and unique triumphs.

The complexity of radiology, however, might make it difficult to explain to high school students.

This guide will equip you with strategies to make your presentation engaging, inspiring, and relatable to the younger audience, potentially sparking their interest in radiology.

Showcase Interesting Radiographs

Start your presentation by capturing their attention immediately. An excellent way to do this is by showing them a series of intriguing X-rays. This could include images of anomalies, fractures, and foreign bodies.

For instance, showing the contrast between a normal chest X-ray and one exhibiting severe pneumonia or pneumothorax can effectively demonstrate the power and indispensability of radiology in medical diagnosis. 

You could also consider showing an X-ray of a patient with cornrows, which provides an unusual image that can spark curiosity.

Alternatively, lighter, fun examples, such as an X-ray of a polar bear getting its paw examined, can add an element of surprise and amusement to your presentation.

Highlight Miracles and Challenges

One of the most compelling aspects of being a Rad Tech is that you play a significant role in patient’s lives. Share stories from your career that illustrate the miracles you’ve witnessed and the challenges you’ve faced. Discussing these experiences can give students a realistic view of the profession while emphasizing the importance of kindness, compassion, and professionalizm.

Radiology Procedures

To give the students a taste of the range of procedures that radiologists carry out, discuss fascinating approaches like air enemas or VCUG (voiding cystourethrography).

You could also discuss the application of barium enemas in diagnosing gastrointestinal disorders. Walking students through these procedures can help them understand the diversity of situations where radiology proves essential.

The world of 3D imaging is fascinating and can be a real crowd-pleaser. Discuss how CT scans allow us to see inside the body without invasive procedures. Sharing 3D images can captivate your audience and give them a better understanding of the capabilities of modern imaging technology.

Radiation Safety

It is not uncommon for people to have misconceptions about radiation, especially in the context of radiology.

Use your presentation to debunk these myths by explaining the various safety measures to minimize radiation exposure to patients and techs. This could alleviate students’ concerns about pursuing a career in this field.

Differential X-ray Absorption

While this might sound like a complex topic, it could pique interest among students who enjoy science. Discuss how different tissues—air, fat, water, muscle, and bone—absorb X-rays to varying degrees and how this differential absorption is fundamental to creating radiographic images.

You could also talk about concepts like growth plates, the differences between pediatric and adult radiographs, and the types of joints.

Interactive Activities

Bring equipment like a phantom, protective aprons, or even an ultrasound machine. Having hands-on activities could make the presentation more interactive and memorable. The students could try scanning a spirit, feel the weight of protective equipment, or see a real-time ultrasound scan.

Engage with Stories

Personal anecdotes and patient stories woven into your presentation can create a more engaging narrative. Stories have a unique way of helping people connect with a subject and make it more relatable.

How can I make my radiology presentation engaging for high school students?

Capturing their attention from the start with intriguing radiographs can make your presentation engaging. Include examples of anomalies, fractures, and foreign bodies. Also, consider sharing personal anecdotes, patient stories, and hands-on activities to make the presentation more interactive and memorable.

What are some interesting aspects of radiology that I can highlight in my presentation?

Highlight the role of Rad Techs in patient care and diagnosis, the range of radiology procedures, the miracles of 3D imaging, and the fundamental principles like differential X-ray absorption. Explaining these concepts can give students an understanding of the field’s breadth and depth.

How can I explain complex radiology procedures?

Start by outlining the purpose of the procedure, what it involves, and its significance in medical diagnosis. Use simple language and analogies to explain the process. If possible, bring props or use visual aids to simplify the concepts further.

What are some misconceptions about radiation that I can debunk in my presentation?

Common misconceptions include the belief that all radiation is extremely harmful or that radiology professionals are at a high risk of radiation exposure. You can debunk these myths by explaining the safety measures in place in the field of radiology that minimize radiation exposure for both patients and techs.

How can I make my radiology presentation interactive for the students?

Bring equipment like a phantom, protective aprons, or even an ultrasound machine for the students to try out. These hands-on activities can make the presentation more interactive and engaging. You could also encourage students to ask questions or discuss their learning.

Remember, presenting radiology to students aim s to inspire and captivate them with the intriguing world of Radiologic Technology.

Sharing your passion, experiences, and knowledge can potentially ignite a similar interest in them, shaping the future of this rewarding field. Keep your presentation engaging, relatable, and interactive.

Good luck in your endeavor to inspire the next generation of Radiologic Technologists!

Our students are instructed though the Royal Academy of Dancing (RAD) method , which consists of a graded syllabus and examination schedule. Older and more advanced students may take additional classes, where they have the opportunity to explore the American Ballet Theater, Cecchetti (Italian) and Vagonava (Russian) techniques.  Students are encouraged to develop a thorough understanding of basic ballet fundamentals and the vocabulary necessary for genuine mastery of classical dance. An approach to movement involving kinetics and anatomical principles is utilized in the instruction of advanced ballet classes. Advanced students require more than one ballet class per week.  The ballet faculty provides individualized instruction to each student in order to produce quality technique, strength, and flexibility. Ballet students will gain the benefits of poise, grace, proper posture, and self-assurance, along with a solid foundation for all forms of dance.   Our students have the opportunity to work with some of the world’s most influential ballet faculty.

MFAC students are given the opportunity to participate in an annual RAD Examination session. 

About the Royal Academy of Dance (RAD)

The Royal Academy of Dance is an internationally recognized organization that provides a certification program in classical ballet. With over 15,500 members’ spread across 82 countries, the Royal Academy of Dance (RAD) is one of the largest and most influential dance education and training organizations in the world (www. rad. org.uk). Highly trained and certified registered teachers administer a curriculum in dance that is approved by the UK Department of Education, which follows UK national standards for arts education. The assessment process allows students and educators alike to know exactly what skills have been attained, and where further study is required. . The Royal Academy of Dance employs a Board of Examiners: internationally renowned teachers who who themselves use the RAD syllabus in their own teaching.  Ms. Lesley Shearer, the Director of the Ballet Program at MFAC is on the Board of Examiners.  A certificate is awarded to successful candidates, and provides proof that candidates have attained an international standard in classical dance appropriate to their age. The certificate is a highly prized addendum to a student’s college application as it demonstrates that students have been diligently committed to working towards a high standard of achievement in the arts, in addition to their school activities.   An RAD certificate provides a foundation for future teacher certification if students should desire to become teachers of dance. As there are few teacher certification programs specifically designed for teachers in private studios available in the United States, this is a valuable credential for potential dance teachers. MFAC students have the opportunity to study the RAD method of classical ballet training and have the opportunity to participate in an annual RAD Examination session held in early Spring.

Why our students participate in RAD Exams and Presentation Class Awards

The MFAC Ballet Program gives students the opportunity to embark on the Royal Academy of Dance (RAD) professional training curriculum in ballet. When students participate in the RAD examinations or presentation classes, they have proof that they have attained an internationally recognized high standard in ballet. This sometimes has far-reaching benefits for the future, including advantages for college admission as well as the pursuit of teaching credentials. The MFAC ballet faculty currently has 5 of its members who are fully accredited and registered RAD Teachers: a process which involves a minimum of 2 years study. The assessment process involves an RAD Examiner visiting our studio in April to conduct the Examinations and Presentation Class

Awards. Results of these assessments are then be sent by her to London where they are monitored and issued officially.  Mark sheets and certificates are then issued and these are presented at an Award Ceremony in the late summer.

Who is eligible to participate in an RAD Exam or Presentation Class Award?

Any student who achieves a high technical standard and meets the minimum enrollment criteria is eligible to enter an RAD Presentation Class Award or an Exam.   Primary students are entered for a Presentation Class Award and students from Grade 1 up are entered for Exams.  The Director of the Ballet Program in consultation with ballet faculty will determine whether a student is entered for assessment.

Is Participation in an RAD Exam and Presentation Class Award Mandatory? 

No.  Although we encourage our students to participate in these assessments, participation in an exam or presentation class is not mandatory, even if a student wishes to enroll in an RAD Exam class for learning opportunities.

What are the additional fees?

Exam and Presentation Class Awards entrance fees vary year on year.  Currently the Presentation Class Award fee is $100 and the Examination fee  is $140.00 per student.

Are there any additional requirements for students entering Presentation Class Award or Exams?

In order to prepare students to demonstrate to their highest potential, the ballet faculty at MFAC offers “Mock Exams” for students entering the Exam and practice sessions for students entering Presentation Class Awards.  These additional requirements will be announced as we approach the assessment date.

What are the differences between and RAD Exam and a Presentation Class?

Students who enter Examinations should be able to execute the work confidently and securely, demonstrating a firm grasp of the technique required with good musical timing, response and expression.  Students enter the room in groups of up to 4 at a time without the teacher being present.   They must therefore be able to perform all the exercises and dances without prompting.  Marks are award for each section and a mark out of 100 is awarded.

40 – 54 marks constitutes a Pass Grade

55 – 74 constitutes a Merit Grade

75 – 100 constitutes a Distinction Grade.

In the past, students of MFAC have been very successful in the Examinations with approximately 70% earning the Distinction classification.

Primary Presentation Class Award

This is a simpler and less demanding form of assessment and one ideally suited to students who are entering the RAD syllabus assessment scheme for the first time.  The Primary student should be able to demonstrate the work with sufficient technique and confidence to be considered a “Pass”. The teacher will enter the examination room with up to 8 students at a time and will conduct the class.  This form of assessment gives the students a chance to show the progress they have made during the year in a slightly less formal way.  Having a Presentation Class Award to work towards is an ideal way of ensuring the students work with an end goal in sight which generally results in more focused learning and higher standards overall. A Certificate will be issued from Royal Academy Headquarters in London.

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7 Best Free Radiology Learning Websites (2021)

Radiology is a tough subject to learn. From the complex biophysics behind the techniques, to the confusing new language you’re expected to use describing them, there’s a lot to figure out.

Thankfully there’s a heap of free radiology learning websites that can help.

Perfect for beginners (and beyond), each of these serves as a great introduction (and learning) resource for your radiology rotations, electives or whatever else!

Before we cover each of these more in-depth, here’s what I feel are the best ones:

Learning Radiology

• Geeky Medics Radiology Tutorials

Radiology Cafe

Radiopaedia.org, radiology master class.

• Start Radiology

As a med student who took (and successfully passed) their radiology internal exams last semester, I got a lot of value from these sites!

Ready to learn more about each? Let’s go.

List of the Best Free Radiology Learning Websites

Learning Radiology is the companion website to the commonly recommended Herring’s Learning Radiology textbook.

This is the book I used most intensively in my own radiology rotation, namely because it’s explanations are so clear and well organized.

The website is a treasure trove of free info cribbed from the book, including:

• Powerpoint style presentations (running in your web browser)
• Images and content on every area of radiology (X-rays, MRI, CT, Ultrasound and more)
• Over 20 interactive quizzes

A great starting point on your journey to learning radiology!

Geeky Medics Interpretation Tutorials

Geeky Medics have very well-written, comprehensive and excellently formatted tutorials that are accessible and written by radiologist and radiology trainees.

The content points out the most high-yield points to look for in each imaging section and summarizes everything neatly at the end.

There are articles on the following topics:

• Ankle X-ray
• Cervical spine X-ray
• CT head interpretation
• The basics of MRI
• Chest X-ray

The site is continually being updated so definitely bookmark it!

Radiology Cafe is a top resource for qualified doctors preparing for residency or specialist training.

For med students (or people new to radiology), it’s home to a fantastic free tutorial series under its “Radiology Basics” section.

Featuring free cross-sectional imaging and an e-learning platform, the content covers:

• Imaging modalities
• Head and spine

My top tip is to move through the content systematically, finishing up with the very useful quiz sections for each.

The concepts tested here were very similar to my own school’s finals!

Related : Interested in radiology as a career? Check out our article; 5 Best Radiology Residency Programs

Radiopaedia is like Wikipedia for radiographic imaging. It’s vast.

Home to thousands of articles covering every imaginable topic, it’s best used as a reference guide rather than as a primary source of learning material.

Use this once you’ve covered the basics and are looking for more in-depth info on particular areas.

Radiology Master Class was one of my first go-to learning resources on my way to passing my radiology elective.

Starting with the tutorials, and then doing the quizzes for each, is a great way to spend a couple of hours.

Here’s what they cover:

• Trauma X-ray
• General musculoskeletal
• Abdominal X-ray
• General Radiology

The tutorials have interactive images you can pan over that then reveal the explained features. Each page is designed nicely into key points and quick take-aways which really help teach the fundamentals.

Make sure you finish up by doing all the Test Yourself OSCE Scenarios to fully master the content.

StartRadiology

StartRadiology is the perfect introductory radiology education site. Starting at the basics section, and taking your time to read over the content and pan over the interactive images, is the best way to start. That runs through the following:

• The basic radiological examination
• Fracture general principles
• Ultrasound technique
• MRI technique
• X-ray/CT technique

Started by Dutch musculoskeletal radiologist Annelies van der Plas, StartRadiology is a non-profit initiative developed to transfer knowledge. The site’s categorization into internship/rotations also show you all the radiographic stuff you’ll need for each.

The quizzes and case studies are another excellent resource.

WikiEM describes itself as the “world’s largest and most popular emergency medicine open-access reference resource.”

What’s great about it in terms of learning radiology is it’s organization. It’s broken down by categories (and pathologies) that you can quickly reference.

Major diseases are presented quickly and neatly with their radiographic images alongside. Having everything in place like this makes for a very convenient review!

Related Questions

Are these radiology resources good for medical students.

The above websites are all amazing resources for medical students. The tutorials cover the fundamentals of each organ system and cover what you’ll need to know on your radiology electives/rotations in med school.

My particular favorite (the one I used most) was Radiology Master Class, Learning Radiology and Radiology Cafe. The quizzes here are extremely valuable for testing core concepts and helping reinforce what you learn.

Find your knowledge gaps by starting with these quizzes and then looking up anything you’re unsure of.

Where can I learn radiology basics?

Probably the best place to learn the basics is with the beginner tutorials at Radiology Master Class and Learning Medicine.

The content here takes a couple hours maximum to get through and gives a strong broad introduction to the topic.

What about paid resources?

In addition to these free sites (some of which offer premium access), there’s several great paid radiology learning resources out there too.

One that comes highly recommended is Teach Me Radiology . The courses here are structured, containing weekly lab sessions, interactive lessons, midterms and final exams. Ranging between $15 and $50, the different courses offered (including OSCE prep) are very cost effective.

Are these good radiology resources for residents?

Radiopaedia.org is probably a better resource for residents than any of the others on this list. That’s because it acts as a huge library of information and case studies submitted (and edited) by radiologist doctors themselves. With thousands of cases, it’s very likely the information you’re searching for can be found here.

Radiology Cafe is another top resource.

How can I best memorize the core concepts of radiology?

As I always recommend, you’ll want to understand the concepts first before attempting to memorize.

My favorite tools for memorization are digital flaschcard apps like Anki. I’ve covered the most popular premade radiology anki decks here .

Other than that, running through the tutorials on the sites above and quizzing yourself repeatedly (an important active recall technique ) should go a long way!

There’s no need to really invest in textbooks or specialized teaching courses when it comes to learning the basics of radiology.

The excellent websites above are all free, ready to use and (across all of them) cover absolutely everything you’ll ever need.

The free quizzes will be excellent prep for any exams too!

Born and raised in the UK, Will went into medicine late (31) after a career in journalism. He’s into football (soccer), learned Spanish after 5 years in Spain, and has had his work published all over the web. Read more .

Training: Radiation Basics Made Simple

Radiation Basics Made Simple is a training module that introduces participants to the fundamentals of radiation and radioactivity.

Watch the trailer here (Right click and click “save link as” to save a copy):

Broadband connections (116 MB; .mov file; QuickTime required for closed captioning)

Slower connections (25 MB; .mov file; QuickTime required for closed captioning)

Radiation Basics Made Simple features an enhanced lecture-style video and interactive knowledge checks to deliver and reinforce key concepts. The training is divided into eight segments:

• Sources of Radiation
• Radioactive Decay
• Measuring Radiation
• Biological Effects of Radiation
• Radiation Protection
• Decontamination
• Environmental Impact of Radioactivity
• Responding to Radiation Emergencies

Continuing education is available for this activity. Read through the following information and follow the link at the bottom of the page to register for continuing education for Radiation Basics Made Simple .

To view Radiation Basics Made Simple follow this link .

If you want continuing education for this program, read on.

Continuing Education Available for Radiation Basics Made Simple

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CME: The Centers for Disease Control and Prevention (CDC) is accredited by the Accreditation Council for Continuing Medical Education (ACCME®) to provide continuing medical education for physicians.

The CDC designates this Enduring Activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

CNE: The CDC is accredited as a provider of Continuing Nursing Education by the American Nurses Credentialing Center’s Commission on Accreditation.

This activity provides 1.4 contact hours.

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The CDC is authorized by IACET to offer 0.1 ANSI/IACET CEU’s for this program.

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Maximum advanced level continuing education contact hours available are 1.5. CDC provider number GA0082 .

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This program is a designated event for pharmacists to receive 1.5 Contact Hours in pharmacy education. The Universal Activity Number is 0387-9999-14-096-H01-P

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In compliance with continuing education requirements, all presenters must disclose any financial or other associations with the manufacturers of commercial products, suppliers of commercial services, or commercial supporters as well as any use of unlabeled product(s) or product(s) under investigational use.

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Get continuing education for Radiation Basics Made Simple

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Educators, how may we help?

At Bio-Rad, our mission is to support life science education by providing educators the tools they need to offer thorough, current, and engaging experiences for their students. To support your efforts, we have compiled a number of resources and materials that can stand alone or enrich your lessons.

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COVID-19 Teaching Resources

Your students may have questions about COVID-19, from its biology to how it spreads and how it is detected and treated. This presents a rich opportunity to teach key concepts in biology through the lens of an ongoing real-world context. The relevance of biology to students’ lives has never been so clear!

COVID-19 Teaching Resources Access Bio-Rad’s hands-on activities, lesson plans, and free resources to help teach the biology and detection of the SARS-CoV-2, the virus that causes COVID-19.

To learn more about how Bio-Rad products are being used in the fight against COVID-19, please visit Bio-Rad SARS-CoV-2 / COVID-19 Assay and Research Solutions .

pGLO Bacterial Transformation

pGLO Bacterial Transformation Video

This video demonstrates how to transform bacteria using the Bio-Rad Explorer pGLO Bacterial Transformation Kit.

YouTube pGLO Bacterial Transformation Playlist

Use these short, instructional videos to enrich lessons about bacteria, bacterial transformation, and the green fluorescent protein (GFP).

pGLO Plasmid Map and Resources Page

Obtain background information about the pGLO plasmid and GFP.

Presentations

Editable files that you can customize as needed.

pGLO Bacterial Transformation (PPT 4.4 MB)

pGLO Bacterial Transformation for General Biology (PPT 22.1 MB)

pGLO Bacterial Transformation for AP Biology (PPT 41.4 MB)

Bring Inquiry into the Classroom with the pGLO Plasmid (PPT 9.3 MB)

GFP Purification — Electrophoresis and Chromatography (PPT 10.2 MB)

Case studies.

Student-facing extensions that are also useful for AP exam prep.

Case Study: A Role for Bacterial Transformation in Controlling Malaria Transmission (PDF 3.3 MB)

Case Study: Hacking the Gut Microbiome (PDF 1.5 MB)

CRISPR Gene Editing

Student activities, crispr paper model activity (pdf 675 kb).

Have your students use this CRISPR paper model activity at home to learn about the CRISPR-Cas9 system.

Bioinformatics Activity (PDF 6.1 MB)

Students can use this activity to design Cas9 target sites in the human genome and determine risk for off-target effect.

Other Resources

CRISPR-Cas Gene Editing Teaching Resources Page

See an overview about how CRISPR works, some of its applications, and links to reference articles.

YouTube CRISPR Gene Editing Playlist

Have your students gain perspectives about CRISPR from some of the industry’s leading experts.

PowerPoint Presentation for Classroom Use

Use this student-facing slide deck, modifying it as needed, to help guide your students through the CRISPR-Cas9 gene editing lab activity.

ELISA Paper Model Activity

Your students can use this paper model activity alongside the videos or animations to get a solid grasp of the components of an ELISA and how they work together in antibody/antigen detection.

Download PDF (PDF 2.6 MB) | Download PPT (PPT 65.9 MB)

View our webinar demonstrating use of this paper model

ELISA as a Diagnostic Tool — Influenza (PPT 4.6 MB)

ELISA as a Diagnostic Tool — HIV (PPT 2.4 MB)

Conserving Panda Populations: Understanding Their Reproductive Endocrinology (PPT 10 MB)

Videos & animations.

Use these videos to demonstrate a qualitative or quantitative ELISA (enzyme-linked immunosorbent assay) using the Bio-Rad Explorer ELISA Immuno Explorer Kit. How to Perform a Qualitative ELISA How to Perform a Quantitative ELISA

View and share animated tutorials designed to enhance the learning experience. Antigen Detection Antibody Detection

PCR & Real-Time PCR

YouTube PCR Playlist

Use these informational and entertaining videos to bring your lessons on PCR to life.

Animation: Polymerase Chain Reaction

The steps of PCR are best visualized through animation.

A Brief History of PCR (PPT 5.7 MB)

An editable file that you can customize as needed.

Real-Time PCR

Real-time pcr basics (ppt 5.7 mb).

An editable presentation that explains how real-time PCR works and how it can be used for quantitative purposes.

Real-Time PCR Applications (PPT 4.3 MB)

An editable presentation that explains how real-time PCR works and several of its real-life applications.

Webinar: Discover Real-Time PCR for the Classroom (1:00 Hour)

Narrated by David Palmer, PhD, this webinar covers the basics of real-time PCR with a unique explanation of the calculation of starting DNA quantities from real-time PCR data.

Webinar: Real Talk about Real-Time PCR

In this webinar presented in partnership with the NABT, Leigh Brown discusses the history, innovation, and applications that make qPCR a core technique in laboratories around the globe.

This Biotechnology Explorer webinar presents an overview of what real-time PCR is, what it is used for, and how it works. Also known as quantitative PCR (qPCR), this technique exploits the power of exponential DNA amplification by the polymerase chain reaction coupled with fluorescent detection of the products in real time, enabling researchers to detect and measure the initial number of copies of a target DNA sequence with high sensitivity and accuracy.

Photosynthesis & Cellular Respiration

Investigate Photosynthesis and Cellular Respiration with Algae Beads (PPT 5.3 MB)

Algae Blooms — Agriculture Ecology and Economy (PPT 5.8 MB)

Case Study: Where Have All the Brown Shrimp Gone? (PDF 1.6 MB)

Useful for AP Biology and AP Environmental Science exam preparation, this activity challenges your students to think through the biological causes and economic and ecological impacts of algae blooms and the Dead Zone in the Gulf of Mexico.

YouTube Photosynthesis and Cellular Respiration Playlist

Incorporate these short, instructional videos into your lessons about photosynthesis, cellular respiration, pigments, and Beer’s Law.

YouTube — Time-Lapse Demonstration of Algae Beds

Show your students the results they would see with algae beads and pH indicator solution.

Additional Resources

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Instruction videos that enrich lessons and help students learn from some of the industry's leading experts.

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Decorate your classroom and teaching labs with these colorful posters. Click "Add to Cart" and log in to order a free print.

The Biotech Universe Poster highlights the use of the pGLO plasmid to teach the flow of biological information from DNA to RNA to protein to trait.

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The CRISPR Poster features medical breakthroughs that have been enabled by CRISPR gene editing technology, as well as a timeline of this and other Nobel prizes earned by women in science.

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• Presentation Science

Tips from a Neuroscientist on How to Make Your Presentation RAD, Part 1

• By: Amy Boone

What makes a presentation, lecture, or meeting memorable? Or a better question might be, what makes a presentation RAD? I was in high school in the 90’s when this term was popular. But don’t worry, I’m not taking you back to that wonderful decade.

No, I’m talking about neuroscience. At Ethos3, we are fascinated by brain research. We believe that when we can understand the way our brains process information, we can understand how to be better designers, speakers, and humans.

So today we are beginning a 3-part series that explores an exciting concept from an expert with a unique perspective. Judy Willis is a neuroscientist, but she’s also an educator. And she says that in order to make a lesson or presentation memorable, we have to understand the concept of RAD. Let’s dig in.

What is a RAD presentation?

Willis says that “the acronym RAD can remind educators of three important neuroscience concepts to consider when preparing lessons.” Here are the brain sensitive concepts we need to keep in mind in order to create a RAD presentation:

• Novelty promotes information transmission through the Reticular activating system .
• Stress-free classrooms propel data through the Amygdala’ s affective filter.
• Pleasurable associations linked with learning are more likely to release more Dopamine .”

Reticular Activating System

We are constantly taking in sensory information—sights, sounds, smells—the amount of input we are constantly exposed to is amazing. And it could quickly become overwhelming if not for the help of the reticular activating system. This brain function works like a sensory filter or guard, allowing some things to pass through and become memory, while quickly dismissing or forgetting other input. As Willis notes in her book Research-Based Strategies to Ignite Student Learning: Insights from Neuroscience and the Classroom, Revised and Expanded Edition , “only a tiny fraction—about 1 percent—of all that information passes up through the attention filter.” So in order to have a presentation that resonates with your audience, it has to be new, challenging, or different from the majority of the sensory input they’ve encountered before.

The Red Wagon

In the same text, Willis recounts her memory of one of her Harvard professors who propelled himself into the room on a red wagon using an activated fire extinguisher. This was his novel way of introducing them to Newton’s third law of motion which states that for every action there is an equal and opposite reaction. Quite different and novel from a standard spoken lecture with the aid of a PowerPoint, right? If only all of us would use t his professor’s example as inspiration to help our messages make it through the filter of the reticular activating systems of our audience members.

Make it Novel

But maybe you aren’t a speaker, maybe you are designing or marketing or creating or administrating. Willis’ RAD theory can help you, too. Any time we are trying to communicate a message to someone, we need to find ways to make that information novel. Perhaps we play with different colors. Or we could use creative and novel wording. Another strategy might be to employ the use of an image that is different than something we’ve seen before. Or we can make creative connections, associating two things that haven’t been used in tandem prior. Our goal is just to get past that filter. That’s first step toward making our message memorable. It’s the first step toward becoming RAD.

Check back tomorrow for part 2 of our post when we’ll cover how the amygdala puts up a barrier to learning when we are stressed (like totally not RAD).

Want to learn more of what we’ve uncovered in our quest to dig into presentation research and theory? Check out our full line of resources now.

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• Doing Dance

RAD presentation classes

By taxi4ballet August 16, 2012 in Doing Dance

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Taxi4ballet.

I would be very interested to hear people's experiences and opinions regarding presentation classes, as my dd's friend (age 13) is starting grade 6 and pointe and has never actually taken a 'proper' graded exam.

She has only ever done the presentation classes.

My dd found this out when she asked her friend what mark she got for her grade 5, and she didn't know what dd was talking about!

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They have 2 main purposes.

One is to prepare children for the exam, so taking the pres class perhaps 1 term before taking the exam.

The other is for children that for one reason or another can't prepare for a full graded exam. So perhaps they have special needs or have a physical disability that wouldn't allow them to take the exam. Also for children who can only attend once a week and not do enough classes to prepare for the exams, especially at higher levels.

I personally wouldn't have a lot of confidence in a school that only offered pres classes, unless there was only 1 class per week available and parents understood the difference and were happy with it.

With the advent of the new RAD grades syllabi I believe that the 'presentation class' is being phased out and as the new work begins to be taught and examined, students will take an examination or a class award, the latter being assessed on elements such as control & co-ordination, timing, musical response, expression and each element is marked as being seen "never, occasionally, generally and frequently" - so it's basic but gives some feedback.

NB At the moment this only applies to the new Pre-Primary up to grade 3.

The presentation classes that your DD's friend may have done follows the remit set out by the RAD below....

(The RAD document 'Handbook for teachers: examinations and presentation classes' c2004 states:)

"What is the nature and purpose of Presentation Classes?

Presentation Classes, with the exception of Grade 8, differ from examinations in that the class

is conducted by the teacher, and the students are not assessed; the Examiner acts as an

‘invited audience’, before whom the students present their work. At the discretion of the

teacher, a limited number of guests (eg parents) may also be invited to form part of the

audience and observe the proceedings. All students are rewarded by the presentation of a

certificate of participation.

Presentation Classes are appropriate for:

• Students attending schools where Classical Ballet tuition is included in the curriculum and

where the time allocated is generally less than in a specialist ballet school

• Students whose attendance has been irregular due to a variety of circumstances

• Late starters

• Schools where, for a variety of reasons, the teacher has not been able to devote the

usual amount of time required for examination preparation

• Use as a preparation for the equivalent examination.

Study for Presentation Classes aims to:

• Encourage students to appreciate dance as an art form

• Promote the study of Classical Ballet and related dance disciplines primarily as a leisure

or recreational activity

• Promote and encourage enjoyment of dance movement as a form of physical exercise

• Develop a general appreciation of music"

Edited formatting

From what dd's friend has said to her, it seems that almost all of the students at this school only ever take the presentation classes, as dd says that her friend has never learned half the syllabus, nor has she been taught the correct vocabulary.

By asking (very tentative!) leading questions I have learned that the friend's mum is unaware that her dd isn't taking exams, and she thinks that her dd is progressing really well and is ready for pointe!

It would be really awkward for me to explain, because it would be extremely easy for me to offend her. She would think I was comparing her dd unfavourably with mine.

In total contrast, as far as I know, my dd's school (apart from pre-primary) has only ever done a presentation for either a child with serious ongoing health problems, or for one who freaked out at the idea of an exam and needed the teacher in with her for reassurance.

It could be that she is progressing really well and is ready for pointe! Not taking exams does not necessarily mean that you are any less talented, especially if that is just the way her school operates.

I've seen a dvd of the school show, the standard is a bit on the grim side I'm sorry to say (we were warned off this school by someone in the know years ago).

It just seems a shame that the parents are paying for this, and not getting what they think they are!

Do any students go on to professional training from there? Shows aren't always the best guide as some schools prepare for a year for them, others just a few weeks though you can get some kind of indication from them.

Our school has done Presentation Classes in the past for children who (for various reasons) love ballet but would not be able to take formal exams. I think assuming the parents are aware of the difference between presentation classes and exams, they are a lovely idea.

Surely on the Certificate you receive it says something like "....has participated in a Presentation Class"? And doesn't the teacher send slips home saying "your child is being entered for....exam/presentation class on....."? I'm just a bit confused at a parent who doesn't know what their child is doing?

I think the school does a show one year, and 'exams' the next.

Also, I think they only teach up to grade 6.

I could well be wrong but my distinct impression is: Could it be that they do presentations almost exclusively because this particular teacher may not be capable of teaching to the required level in order for her students to pass graded exams?

Apparently the reasoning is that all of them move up a level together but surely two years in a grade (even on one lesson a week) should be enough for them to learn the whole syllabus and take the exam?

As I said, I've seen a dvd, and even to my admittedly untrained eyes you could see sickled feet, pronation, little turnout, lack of balance & co-ordination, rounded shoulders, sticking-out tums and bums etc. Much of which is quite usual from little ones at a village school, but not from the teenagers dancing on pointe! (Well I say dancing, more like tottering around as if on stilts).

Worried about dd's friend starting pointe with this person, but what can I say to her mum without getting up her nose or offending her?

Both of my DD's did one each. My very under confident eldest did one for Grade 2 which she enjoyed and my confident DD did one for Grade 6, which she hated as she said she had done all the work and wanted to show it off!

Taxi4ballet if you really are concerned about this girl beginning pointe at this particular school, you could perhaps mention how much 'injury prevention' work (ie more than one class a week, vocational graded classes) and perhaps make her mum aware of the dangers of pointe work if a dancer hasn't done any of that - you could suggest that in order to be safe it's important that young dancers have a certain level of technique and a good way of knowing this is their latest exam result, particularly the scores they got for technique...

I would hope that if the teacher is registered with the RAD then they have at least passed the RAD teaching certificate - having said that, I have colleagues who are examiners who do see a WIDE variety of work!

Something else to consider is this: I went to a very mediocre 'once a week' school for most of my childhood. I got a merit at grade 5 and then automatically began pointe work at grade 6. I was oblivious to the dangers, and my lack of technique, as were my non-dance parents. I even failed pre-elementary as it was then, and my teacher told us it was luck, quotas, they decide if you pass as you walk in etc etc It wasn't until I went to secondary school, made friends with girls who went to a very large and successful festival school and went along to a festival to watch them that I discovered a whole other world...

Without giving you all the gory details, eventually I moved to a school where I had brilliant teachers & got to a level where I was technically strong enough to pass Intermediate, get Honours for Advanced 1 modern, get ISTD modern associate (1st teaching exam) pass A-level dance with a top 5 mark and got a scholarship to London Contemporary Dance School.

Maybe showing this girl or this girls mum what she's been missing might be enough?

Lisa O`Brien

Maybe,very subtly,you could invite her and her daughter to watch an end of term class at your school,or some sort of performance,so she can see the standard ,or rather, the difference in standard,between the two schools.

This is a lovely idea, but I'm not altogether sure it would work (for several reasons too long-winded to go into here).

The mum is quite happy for her dd to stay at this school, she likes it, it's local, convenient and cheap, and she doesn't seem to care much either way. Her dd is having one lesson a week for fun and enjoying it, but dd and I worry that she is going to cause herself a mischief, as she is nowhere near the level needed for pointe (through no fault of her own).

Oh well, nothing we can do really...

I'm genuinely all in favour of presentation classes, when they are used, as others have said, for the right reasons.

Oh goodness, Heather, it sounds an awful place! I do not think she should be starting pointe either!

All4dancers

I took my daughter out of a dance school that wanted to put her on pointe when she was only just 10. At that time, she neither had the strength nor technique, never mind the lack of physical and emotional maturity! When I refused to give permission, I was bombarded with text messages telling me that I should trust their judgement. They basically wanted to put my dd and another four in her class on pointe in the September and have them performing on pointe in the show that was scheduled for the following March. Incidentally, the other girls had only been taking ballet classes for a few months as prior to that, this school had only offered free style jazz classes. I have since learnt that older girls are now allowed to go on pointe on request. I find it quite scary when I hear of some of the bad practises that go on.

I can't help wondering what view the RAD takes of schools who do presentation classes all the time and rarely (if ever) enter students for the graded exams.

Anyhow, my dilemma solved as dd says her friend has talked about giving up...

I can't help wondering what view the RAD takes of schools who do presentation classes all the time and rarely (if ever) enter students for the graded exams.   Anyhow, my dilemma solved as dd says her friend has talked about giving up...

What a shame that your dd friend has talked about giving up! Could she not try a different school? Or maybe a local summer school (although possibly too late now) where she could meet students from lots of different schools and see if any would suit her better.Its a big, exciting world out there and it seems a shame that your dds friend's experience has been so limited in comparison.

I don't know whether the RAD really mind about the proportion of presentation classes to exams.At the end of the day its all income! But it does seem hard for tthe examiners to go to a place just to see presentation classes! It seems to me that the students might just as well do non syllabus classes and learn a lot more- rather than continuing to only learn the same exercises week in week out just for a piece of paper!

Hfbrew, I think the friend has just lost interest really, as many teenagers do.

I had always assumed that the number of students presenting their work, rather than being examined, would be very small at any school. I did not know that some schools get their students to present their work as preparation for a subsequent exam. Presentation classes do of course cost money. At my DD's school only one or two students, perhaps at Grade 3 or 4 level, would present their work at a single examination session. Generally, no-one presents their work. I suspect that beyond Grade 5 most students give up if they are unable to take exams. In my uninformed opinion, I would be rather suspicious of a school which did not enter its students for exams yet offered syllabus-based classes.

It's also worth remembering that all Examination/Presentation syllabus used by teachers are products which those teachers choose to buy and then choose to pay to have examined/presented, I think the RAD think far more of selling their products than they do worry about how they are being used or anything of Schools who use more of one type of product than another. It should be remembered that teachers don't work for the RAD, we may hold RAD qualifications but we are also consumers of the RAD products and it is at our discretion how we use them.

That said a quick visit to the RAD website should explain all the differences to any pupil or parent who is perhaps being misled.

I am also reminded of another school who used presentations rather than examinations, here it was a matter of cost, of not only the exam but also extra coaching classes in term before the exam, the majority of parents were unable to commit to the cost of all the coaching classes but children were allowed to sit the presentation with only one extra class giving recreational children a much cheaper route to continue through the syllabus.

Every school is different.

Pas de Quatre

I think Totty is right - the RAD sells products that we may choose to use or not, sometime they seem to act as if they are a franchise. To my mind they are one examination board among several, just like for GCSEs and A levels in ordinary schools. Each teacher/school can decide whether or not they wish to enter pupils for exams and if so which board they wish to use.

However, I do think teachers should always be very honest with parents about what they are doing and why.

I took over a school a few years ago that only entered pupils for presentation classes and the students and parents thought they had been taking exams!! It was very awkward as I had to move them down a couple of levels before I could enter them for grade exams. A dance teacher friend of mine mainly enters her students for the presentation classes but this is down to difficulties she has with hall/studio availability so finds it difficult to put on extra exam classes to prepare her students and also for financial reasons as a lot of her students parents cant afford the exam fees/extra classes. The idea of the presentation class is a good option in the case of my friends dance school but teachers should not be trying to mislead their students and parents by calling presentation classes exams.

I disagree that the RAD are only concerned with money - obviously they need to make ends meet, but the depth of thought behind their syllabi and how they train their teachers shows that they have a mission regarding the training of ballet. Obviously not all teachers are as good as each other but I do know from colleagues who are examiners, that they are rigorously trained and all exam results (and feedback on work seen in presentation classes) are carefully scrutinised. I have heard of one teacher alledgedly being 'stripped' of her RAD qualification because of her exam/presentation class entries.

From the dealings we've had with the RAD, I've been hugely impressed. My dd's done the Genee Dance Challenge twice now, and took part on the free PDTD classes earlier in the summer, plus I've had cause to email various departments several times. The staff have always been highly professional, friendly, kind to my dd, and don't strike me at all as merely trying to make money by selling their syllabi.

Now obviously I'm not an RAD teacher but as a parent I've always thought highly of them.

Sorry I think having re read my post I sound a little flippant, what I was really trying to explain is that as long as their is no questionable teaching on show at an exam session the RAD are not concerned with percentages of Exams or Presentation.

Like Dr Dance I have heard of teachers being questioned about their teaching and even some required to attend additional courses in order to be allowed to remain RAD teachers.

• 2 years later...

I met a lady recently who was asking about my 10-yr-old's ballet commitments. When I said she had two Grade 3 classes a week plus a private lesson, but next year would have four classes a week as she's doing two Int. Foundation, one open, plus a private, she said "Oh, you should move to OUR school. My daughter is 13 and doing Intermediate – and still only has one class a week!" I had to try to conceal that I was horrified!

Dance*is*life

A friend of mine once invited me to watch her daughter's end of year show and I was horrified!!!!!   They spent a fortune on tutus and costumes, but I didn't actually see anyone perform a ballet step!  Not even the big ones - there was something that might have been an attempt at an assemble, but that was all.  I felt I couldn't remain silent, so told her honestly what I thought.  This was a highly intelligent woman with a job in academia and I'm afraid she was totally insulted :-(  It also took until our niece was about 12 or 13 for my sister-in-law (who is an ardent theatre, concert and ballet goer herself) to move her to the school where I was teaching, in spite of her knowing that I was a serious teacher. I taught her more in the couple of years she was with me than in all the seven years before, but it was really too late.  The arguments are always - it's handy - she has friends there - it's fun for her there.  The fact that they are not learning anything doesn't seem to enter their heads.  Oh well it's obvious that life isn't dance for them!

I must admit that when choosing a school when DD was five (now almost 11), my chief criteria were: 1. Being in a nearby suburb, and 2. Being able to book it all online. So we did a fairly recreational four years in church halls. But then our school merged with the 'most serious' school (that I had ruled out because it was in town with terrible parking. A conscientious ballet mum I was not). I did have doubts about this at first, especially as they had done Grade 1 TDI and then had to do Grade 1 RAD so we felt we were repeating ourselves, even after they explained the exam we had done was equivalent to RAD Primary. But after watching her for a year, they asked DD to do private lessons and competition work – so it now seems a blessing in disguise, as she has ended up with the best teachers in town. The recreational kids' mothers are all a bit disgruntled by the strictness and extra exam classes, however!

I think we all start off with the ballet school that's handy and fits in with regular school and other extra-curricular activities.  I went to a local school, when I first started at age 3 1/2, but I was very lucky in that it was a really good school for those all important first years of training.  The problem seems to be if and when the child reaches a point where she needs to move on.  Parents can't always recognise when this is necessary, especially if their child seems happy and enjoys the lessons.  And of course there is not always a valid alternative that is manageable logistically.   My Mum had the intuition to know when it was time for me to move on and bless her, was prepared to take me on two buses after school, so that I could take classes that were more challenging and serious.  That doesn't always work out.  I know my Great Niece learnt for about 5 years at the local "round the corner from the house" dance school and I started nagging my niece after about two or three years that her daughter was wasting her time there and not learning anything.  My niece finally took her away, but they have not been able to find a good school whose location and timetable fit in with the regular school run and heavy homework schedule, so she's actually given up dancing, which is such a pity  :-(.  

"I think we all start off with the ballet school that's handy and fits in with regular school and other extra-curricular activities."

I did that. Total dance ignoramus that I was, I managed to pick one of the two very serious dance schools in the town. So while I, in many ways, was actively looking for a couple of years of DD in a pretty pink leotard doing skipping around a village hall, what I got was ruthless rigour and total commitment, whuich is only increasing 7 years later!

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31 of the best class presentation tips for students

Katie September 20, 2022 communication , grades

By Katie Azevedo, M.Ed.

Giving class presentations is just part of the school experience. Some students dread presenting to their classmates, and others prefer class presentations to written assessments. If you’re new to this, or if you’re just looking for some ideas, I share my best class presentation tips for students in the post below. 

Class presentations often involve a visual component, and an audio and delivery component. The tips in this post are for class presentations that involve SLIDES, such as Google Slides or PowerPoint. Therefore, I break down the class presentation tips for students into the following categories:

• text and content
• Audio and delivery class presentation tips
• Bonus class presentation tips to up-level your game

Class presentation tips for VISUALS

The following tips will enhance the visual component of your school presentation. The strategies are further categorized by format, text, and images.

Class presentation tips for slide FORMAT 

The visual format of your presentation must be clear and easy to read.

1. Use a slide deck.

This class presentation tip is obvious, but I can’t leave it off the list. If you’re presenting to your fellow students, you will need some kind of visual representation of the information you’re delivering. Very rarely will you present to your class without slides. Google Slides and PowerPoint are the two primary products to make slides. 

2. Use the right number of slides.

Class presentations in high school and college will likely be 5 minutes or less. Follow your teacher’s guidelines, of course, but generally, students will use 1-2 slides per minute. (That would be 5-10 slides for a 5-minute presentation.)

3. Use an appropriate slide template and theme.

PowerPoint and Google Slides come with default slide templates (themes). Most of the default templates are suitable for class presentations, and so you should be fine choosing one of those. You can also find templates on the free version of Canva. I like slidesgo.com for free templates (it’s not sketchy – I’ve personally used it. I also like SlidesCarnival.com but you have to import the templates into Canva first, and then export them from Canva into Google Slides or PowerPoint. 

4. Use clear fonts.

Pick your font based on clarity, not creativity. Your audience should be able to read your text effortlessly and from the back of the classroom. Here are some rules:

• Avoid cursive / script fonts
• Avoid writing in all capital letters
• Avoid fonts that are entirely in italics (slanted)

5. Use a maximum of two fonts.

Stick to two fonts: one for headings and titles, and one for body text. More than two fonts make your slides hard to read.

6. Use 3-4 colors.

Stick to a basic color palette of no more than four colors. It’s fine to use images that are outside your color scheme, but besides images, avoid too many colors. Most default templates stick to four colors or less, so you’re safe if you use a pre-made template. 

7. Use high-contrast text-on-background combinations.

Your text needs to stand out from the background color. Black font on a white background or white font on a black background provides the highest contrast and best readability. This website here provides excellent information and examples about color combinations.

Class presentation tips for slide TEXT and CONTENT

8. start with a simple title slide..

Your teacher will likely require a title slide in the syllabus. Even if it’s not required, make one anyway. A title slide should be simple: the name of the presentation, your name, and a simple graphic or image. 

9. Include a roadmap slide.

A roadmap slide (I made up that term, but it works) is like a table of contents. It tells your classmates what they will learn from your presentation. Even if your presentation is only 6 slides long, a roadmap slide can be helpful. Below is an example. 

10. Include enough white space.

White space is the blank space that doesn’t contain text or images. White space is very important for readability. In the image below, you can see the impact white space has on readability. 

11. Use bullet points.

Whenever possible, use bullet points instead of complete sentences. Most slides should include no more than 5-6 bullet points. If you need to say more, continue the bullet points on another slide.

12. Leave some text off the slides.

Your slides should include minimal to moderate text that you will elaborate on during your class presentation. In other words, don’t cram the slides full of everything you want to share on the topic. The only exception to this rule is if you are not verbally presenting to the class, but are instead just sharing the slides with your classmates to view on their own.

13. Include examples.

Examples make most things clearer. When possible, include an example for all your main points. 

14. Include statistics and other quantitative information.

Use numbers in place of text when you can. Numbers and statistics can be easier for your audience to process. Example below:

• Instead of saying this: There is one-third as many Giant Pandas living in 2020 as there were in 2014.
• Say this: Giant Panda population in 2140 = 1864 | Giant Panda population in 2020 = 600 [ source ]

15. Include a summary slide

Consider adding a final summary slide to your class presentation. This is an excellent strategy because it will increase your audience’s understanding of your main points. The text on this slide should be in bullet-point format. The information on this slide might align with the information on your roadmap slide.

Class presentation tips for slide IMAGES

16. include an image or graphical element on each slide..

Every slide should have some kind of graphical element to complement the text. Some slides might even have an image and no text. (You would explain the image in your verbal presentation to the class.) Note: be sure to cite all images.

17. Use images / graphics for illustration and emphasis, not decoration .

Avoid using images for decoration. Images and graphics should do one of the following:

• Add something valuable to the text
• Illustrate the idea on the slide
• Represent the idea on the slide
• Emphasize an element of the slide (such as underlines, stars, etc.)

18. Resize and reformat images.

Resize images and graphics to fit the scale of your slide. It should be big enough to see clearly, but still allow for plenty of white space (Class Presentation Tip #10). You can remove the background of an image using a mobile app, or something like the paid version of Canva or PicMonkey. Again, be sure to cite your images.

19. Use video when appropriate.

If your presentation calls for it, include short video clips. Only use video if it adds value. 

20. Use icons for emphasis.

Use icons like stars, 3D shapes, speech bubbles, and arrows to emphasize important text. Keep these icons within your color scheme. You can find free icons within Google Slides and PowerPoint, or you can use Google Images or Canva.

21. Use graphs and charts.

Too much text is confusing. Too many images is boring. Solve this problem by using pie charts, bar graphs and other graphical ways of representing data.

Class presentation tips for SPEAKING

You might have the best slides in the class, but your presentation is not complete until you deliver it to your classmates. The following tips are for improving your audio and delivery.

22. Never read directly from the slides.

Use the slides as a reference, but don’t read word-for-word. How do you do this? First change to the next slide. Then look at it for cues. Next, speak directly to your classmates, making eye contact as your speak. It’s okay to glance back at the slide if you need to.

23. Face your audience.

Your body should always face the audience. Stand or sit either straight on, or at a 45-degree angle. Never have your body square to the presentation screen.

24. Explain the images.

When you present each slide, you should spend some time on the text and some time on the images. If your images add value (which they should), then this should be simple to do.

25. Speak slowly and clearly.

Speak slower than you naturally speak. Practice difficult words until they are smooth.

26. Use verbal transitions between topics.

When you change topics, use transition expressions such as “Next, we are going to look at …” or “Now, let’s move on to …”

27. Practice more than you want to.

Practicing your class presentation over and over improves your delivery and increases your confidence. Practice in front of the mirror, in front of others, or in front of your camera (to be watched later, of course).

Bonus class presentation tips for students: How to up-level your game 

The following bonus tips are for students looking to take their class presentations to the next level. Keep in mind that some of the ideas below are best suited for college and university students.

28. Provide a printed note-catcher.

An engaged audience is the best audience. To increase your classmates’ active focus, provide each student a printed note-catcher they can use to follow along with your presentation. PowerPoint and Google Slides both have features that enable you to print out your presentation with the slides on the left and space to take notes on the right. 

29. Ask questions and survey your classmates.

Another way to engage your audience is by asking them questions. You can build these questions into the slides themselves, or you can pause your presentation to ask questions before moving to a slide with the answers.

30. Use the Speaker Notes section .

The text on your slides should vary from the words you speak to your classmates during your presentation. Either you practice your presentation so much that you memorize it, or you use the Speaker Notes section on PowerPoint or Google Slides.

31. Open with a question, and close with an answer . 

A great class presentation tip for students is to open with a question you pose to your classmates at the beginning, and then close with the answer. You could put the question on its own opening slide and then close with another slide that re-poses the question and features the answer. 

For example, if you are presenting on Susan B. Anthony, your question could be Who was Susan B. Anthony? and the answer – which is the point of your presentation – could be Susan B. Anthony was one of America’s greatest champions for freedom and equality of women and slaves. College-level presentations would have more complex question-and-answer pairings than this example, but you get the idea.

Class presentation tips for students – summary notes

It’s important to follow your teacher’s requirements when creating your class presentation. Use these tips and strategies to maximize your grade, impression on the class, and your content delivery – but always consult your syllabus first. 

And finally, the greatest tip of all is to PRACTICE. In Tip #27 I emphasize the importance of practicing more than you want to. Watch TED talks and other notable speakers to see how smooth they speak – these presenters have practiced the same presentation hundreds of times. Practice is the key.

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How to do a class presentation (11 steps)

The best class presentations combine strong content and visuals with an engaging presentation style. This post offers 11 steps for creating memorable and high-performing class presentations.

1. Review assignment guidelines

Before you can strategize about how to start a class presentation, you need to be certain that you understand the assignment details. Consult materials that your instructor provided, like rubrics, to determine what your presentation needs to cover and what form it should take.

For instance, are you presenting individually or as part of a group? How long should the presentation be? Are you required to have visuals? Knowing these details will help you to plan a successful class presentation.

2. Make a presentation plan

Once you've reviewed the specific assignment details, it's time to make a presentation plan. You can start by making an outline of your talking points. Outlines for class presentations will look similar to those for papers, with sections and subsections that work through your main ideas. You'll want to be precise about what points are essential to communicate to your audience. Also, take some time to decide on a completion timeline to ensure that you're ready on presentation day. Remember to build in time for practice!

3. Choose your visuals

At this point, you'll also want to determine what kind of visual aid(s) you want to use: a handout or a digital presentation, or both? Keep in mind the assignment requirements, but also the audience and the presentation format. For example, are you presenting to a large audience? If so, a handout might not be efficient. Are you presenting in-person or online? If you're preparing an online presentation, a PowerPoint or Google slides presentation will help your audience follow along.

4. Fill out your outline and keep it simple

Now that you've developed a plan for completing your class presentation, you can begin to build out the actual content. If you've created a basic outline, fill it in with some substance. Remember to keep it simple. At around 10-15 minutes, the average in-class presentation can only effectively communicate around three main points. Avoid long quotes or monologues. Your audience may find it difficult to follow longer textual components.

5. Design your visuals with minimal text

Along similar lines, don't simply plop your outline or textual notes into your visuals. Visual aids should be just that: aids that allow your audience to better visualize the main points of your presentation. Large blocks of text on a PowerPoint can be hard to see, so work on creating a digital aid that is mostly comprised on images. When text is appropriate, use bullet points and active words that your audience can remember.

6. Allow time for revisions

Once you've compiled your notes and created your visuals, take some time away from the project. You'll return to your work with fresh eyes. Then, allow time for revision: be sure to proofread your notes, slides, and/or handouts and make sure your visuals are clear. Check to see if any images that you're using appear pixelated on a larger screen and make sure your text is readable from a distance.

7. Check your citations

Many in class presentations will require citations, especially if they are accompanying a paper or another class research project. You can use BibGuru's citation generator to create your citations and copy them to your slides or handout. Consult your assignment guidelines, or ask your instructor, to find out what citation style is required.

8. Practice...and practice again

Give yourself time to practice your presentation in front of an audience before the big day. Familiarize them with the assignment guidelines, as needed, and ask them to time you. You'll need to know if your presentation meets the time requirements. After the first run though, consider these questions:

• Is your presentation too long or too short?
• Are you hitting the main points in a logical sequence that your audience can follow?
• Are your visuals clear?
• Is your delivery fluid or are you pausing too often to look at your notes?
• Are you making eye contact with your audience?

Use your answers to these questions to determine what, if at all, you need to change and then schedule another practice. You should practice your presentation as many times as you need to in order to achieve a fluid delivery.

9. Prepare for technical difficulties

Since most class presentations will include a digital element, be prepared to troubleshoot if there are technical difficulties on presentation day. Always have a back-up plan and be sure to save your visuals in multiple places. Keep a copy of your notes and slides in your email, on a thumb drive, and/or on the cloud. Practice enough so that, in the event that you can't get your visual aid to work, you can still deliver your presentation.

10. Take the stage with confidence

If you've followed your plan, practiced thoroughly, and prepared for possible technical difficulties, you should be ready to take the stage with confidence. Nervousness is absolutely natural, but try your best to relax and breathe. A few shoulder rolls and deep breaths right before the presentation can go a long way to making you feel more focused and centered.

11. Connect with your audience

From the first moment of your presentation, you'll want to establish a strong connection with your audience. Smile, make eye contact, and modulate your voice appropriately. Remember, people exhibit all kinds of facial expressions when they are listening or concentrating, so try not to pay too much attention to individual faces.

Also, although your instructor will be the one grading you, don't simply present to them. Include the entire class in your gaze. Finally, be careful about pace. If you have a tendency to speed up your speech when you're nervous, make a conscious effort to slow down.

The bottom line

Following the tips above will enable you to confidently deliver a class presentation to your instructor and classmates, or to any audience. With solid preparation and ample practice, your next class presentation will be a memorable success.

Frequently Asked Questions about class presentations

The most successful presentations begin with a hook. This could be a short, yet compelling story, an eye-catching visual with brief analysis, or an inspiring quote or statistic. No matter how you begin, ensure that you can fluidly transition to the main substance of your presentation in a way that your audience can easily follow.

Regardless of the subject of your presentation, you can make it interesting for your audience by engaging them through consistent eye contact, a relaxed and confident delivery style, and interactivity. For instance, to keep your audience engaged, you might try including questions or brief activities in your presentation.

Wrap up your presentation by summarizing your key points. You can also end with a provocative question or thought. You should also thank your audience for listening.

Good presentations are well-organized, time-sensitive, clear, and delivered with confidence.

The most common presentation mistakes include: not engaging your audience, using visuals that are overloaded with text, and not practicing enough.

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How to Present a Presentation in Class? An Ultimate Guide

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Ever faced the dreaded presentation day in college? Panic not! Mastering the art of presenting is like adding extra cheese to your academic pizza. In this guide, we'll sprinkle some wisdom on how to give a presentation in class without turning into a nervous noodle. Let's make your classmates go, "Wow!"

How to Give a Presentation in College

Ready to conquer the stage without tripping over your own words? Nail that presentation in college with a sprinkle of wit and a dash of confidence. Mastering how to give a presentation in college is about as tricky as herding caffeinated cats. But we have got you fully covered! Say goodbye to sweaty palms and hello to applause. 

1. Pre-Presentation

Pre-presentation journey is like setting sail before the main event - it's where we plot our course, dodge the iceberg of nerves, and make sure our ship of wisdom is ready to set sail. Here are a few steps to understand the things required for how to present a presentation in class.

1. Prepare Well

Presenting in college isn't just about sharing information; it's an opportunity to connect with classmates. Successful presentations hinge on understanding your audience, aligning content with their interests, and setting clear goals. Thorough preparation and rehearsal boost confidence, making the experience enjoyable and potentially earning better grades. Remember, mastering how to do a presentation in class starts with solid preparation and good research.

A quick search on Google might help you find the answers to most of the questions that cross your mind, but what about the ones that haven’t been answered yet? Research helps with just that! Want to know how to do that correctly and fast? Here is a step-by-step guide for you to conduct research easily .

2. Visualize Yourself Giving the Speech

Imagine that you are confidently standing before your college peers, delivering a presentation that captivates and inspires. Visualizing yourself giving the speech is crucial when mastering how to present in class. It transforms nerves into charisma, answering your doubts on how to present a presentation in class.

3. Dress Properly

Presenting in college? Dressing appropriately is key!​ It's not just about looking good but about exuding confidence and professionalism. This is necessary for understanding how to present a presentation in class.

4. Arrive Early and Be Prepared

Want to know how to present a presentation in class? Arriving early sets and being prepared. It offers a chance to familiarize yourself with the environment and organize thoughts and materials confidently.

5. Rehearse Thoroughly

To ace your performance, meticulous rehearsal is a non-negotiable step. Unveiling the secrets of how to do a presentation in class involves more than just talking— it's about confidence, clarity, and captivating your audience.

Speaking in front of a crowd can be done in various situations or events and they all have one thing in common, a game of nerves and remembering what to say. While many can pull off public speaking, it is not easy for even more. But, worry not. Here are the best public speaking tips for you to ace that big game!

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2. During Presentation

Now that you have a fair understanding of a good presentation, we’ll give you some tips on how to give a presentation in class that will help you make an impact and earn you the highest grade. Here are some tips on how to give a presentation in college which you can use before the big day. 

1. Correct Posture

Maintaining the right posture while delivering a presentation is crucial for effective communication. So, when pondering how to give a good presentation in college, remember to stand tall, speak confidently, and let your posture amplify your words.

2. Manage Your Anxiety

Facing a class presentation can be nerve-wracking, but managing anxiety is key. Breathe deeply, focus on your message, and visualize success. Confidence transforms how you present in college. 

Public speaking is one of the most common fears out there, right up there with clowns and spiders. But fear not, my friends - here are some of the top tips on how to calm down before a presentation .

3. Open Strong

How to start a presentation in university? Start strong! Capturing your audience's attention from the start is crucial when presenting in class or college. An open strong sets the tone, sparking curiosity and ensuring an engaging journey throughout your presentation.

4. Start With a Mind Map

If you are looking for how to give a presentation in class, begin with a mind map. It's your GPS, plotting the route through your ideas, ensuring a smooth and confident presentation journey.

5. Tell a Story

Sharing a compelling story in class presentations captivates your audience, making your content memorable. It humanizes information and enhances your ability to engage effectively.

6. Speak Slow and Clear

If you want to know how to do a presentation in class, speaking slowly and clearly is vital. It enhances understanding, captivates your audience, and boosts confidence. 

7. Don't Read From the Slides

Engaging your audience is crucial when presenting in class or college. Speak naturally, connect with your audience, and make your presentation memorable.

8. Connect with Your Audience

Want to know how to do a presentation in class? Capturing your audience's attention is vital when presenting in class or college. Engage them by connecting on a personal level, making your content relatable and memorable.

9. Be Interactive

In class, mastering how to give a presentation is crucial. Be interactive! Engage your audience by asking questions, sharing anecdotes, and using visuals. It transforms a lecture into a conversation, making your college presentations memorable and impactful.

10. Look at the Audience While Talking

How to give a presentation in college? Maintaining eye contact with your audience is crucial when presenting in class or college. It builds a connection, shows confidence, and keeps them engaged. 

11. Manage Your Time

Nobody likes long presentations. Manage your time wisely when giving a presentation in class or college. Keep it concise, engaging, and to the point for maximum impact.

12. Include Group Activities

Want to learn how to present a presentation in class? Boost your presentation prowess by incorporating group activities. Engage your audience with interactive elements. This will keep them entertained and enjoy your presentation more!

13. Address Key Points

Effectively addressing key points is crucial in presentations. It ensures clarity, engages your audience, and enhances understanding.

14. Conclude With a Strong Ending

Want to know how to do a presentation in class? Conclude with a strong ending to leave a lasting impression. Summarize key points, or say a strong quote! 

Creative Presentation Ideas

Are you tired of the same old PowerPoint routine? Want to know how to give a PPT presentation in college? Here are some of the tips to innovate styles that breathe life into your class presentations. 

1. Incorporate Universal Design Principles

Using large fonts and providing various formats ensure accessibility, while sign language interpreters and a barrier-free environment cater to diverse needs. Maintain clear communication through audible voices, well-lit rooms, and diverse multimedia. This inclusive approach transforms how presentations are given in college, making them accessible to all.

2. Limit Number of Slides and Texts

Crafting a captivating presentation for class involves a delicate balance. Limiting slides and text sparks creativity, ensuring ideas flow seamlessly. Keep it concise, let visuals speak, and ace your college presentations effortlessly!

3. Plan your Slide Layout

Crafting an effective presentation begins with thoughtful slide layout planning. Organized visuals enhance understanding, captivate attention, and make your ideas shine during class presentations.

4. Make your Presentation Interactive

Instead of lengthy lectures, facilitate discussions on real-life situations attendees have encountered. Encourage interactions among them, fostering a dynamic learning environment. Allocate ample time for questions, either addressing them within the presentation or guiding participants to relevant resources. Your presentation should be a collaborative journey, ensuring active participation and a lasting impact on how to give a presentation in college.

Presenting a PowerPoint presentation is as important as making it. It is an ally that lets you get your aims and ideas across to the audience. To help you out with a good PPT presentation, here are the best PowerPoint presentation tips for you.

That was our detailed guide on how to present a presentation in class. We know we’ve packed in a lot of information, but if you break everything down step by step, it's all incredibly simple. If you follow all our tips on how to do a presentation as a student, we can ensure that you’ll give a killer presentation! 

Frequently Asked Questions

How to present a presentation in class, how to start a presentation in class, how do you end a presentation, what is the 10 second rule in presentation, how to do a presentation in class, what is the 666 rule in presentation, which text is best in presentation.

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How to Do a Presentation in Class

Last Updated: March 13, 2024 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,632,082 times.

Doing a presentation in class can be intimidating, but it does not have to be. This wikiHow will give you lots of pointers on how to do a presentation in class with minimal stress.

Planning the Presentation

• Write down keywords or main ideas. If you need to consult your index cards, you're only going to want to scan the index card for information, not read every last word.
• Most of the time, the act of putting information down on your index cards will help you remember the information. So, while you might not strictly need the note cards, it's a nice security blanket to have if you happen to forget what you were going to say.
• You don't want to be reading straight off your notecards during your presentation.

• Practice in front of your family or friends, or in front of the mirror, when you rehearse your presentation. It's probably better to do it in front of friends who you may not know well, as this will help you replicate the feeling of being in front of the class.
• Ask your friends for feedback after you finish your presentation. Was the presentation long enough? How was your eye contact? Did you stammer at all? Were all the points clearly made?
• Make a critique of your practice performance. Challenge yourself to work on all the things that you believe you can improve during the real presentation. When it comes time to deliver the real deal, you'll feel confident knowing that you've worked extra hard on what was toughest for you.

• Get quotes from reliable sources. Good quotes make a good presentation great. Taking what smart people have said and putting it into your presentation not only makes you look smart, it shows the teacher that you spent time thinking about what other people said.
• Make sure your sources are trustworthy. There's nothing that can quite break your confidence like a fact that turns out to not be a fact. Don't always trust the information you get off the Internet.

Delivering the Presentation

• Studies have shown that smiles are infectious; that means that once you smile, it's hard for everyone else not to smile. So if you want your presentation to go off without a hitch, force yourself to smile. That'll make everyone smile; and maybe those smiles will make you actually smile.

• Think about your intention before you talk to your audience. Do you want to educate, enlighten, or entertain this audience? What is the effect that you want to have on the listener?
• Visualize success before, during, and after your presentation. Be humble about what you do — no need for cockiness — but imagine a successful presentation at all times. Don't let the thought of failure creep into your mind.
• In many ways, your confidence is just as important as the information you're delivering. You don't want to spread misinformation, or skimp on doing your research, but a lot of what you'll be graded on — and what the other students come away with — is going to be your level of confidence. Also if you are confident, you will have a better time exchanging ideas with the class.
• If you need a confidence boost, think big picture. After 10 or 15 minutes, your presentation will be over. What will your presentation matter in the long run? Probably not very much. Try to do the best you can, but if you're getting nervous, remind yourself that there are much more important moments in your life to come.

• Have the goal of looking at every person in the classroom at least once. That way, everyone will feel like you've engaged with them. Plus, you'll look like you know what you're talking about.

• Inflection is the kind of movement that radio DJs put into their voice; it's the ramped-up pitch in your voice when it gets excited. You don't want to sound like you've just seen a lion, but you also don't want to sound like you've just seen a squirrel, either. Vary it up to make the presentation more interesting.

• Tell a story, maybe one with a personal note. Stories are great for history or English presentations. Maybe you can tie your presentation into a little anecdote about a famous historical person?
• Ask a provocative question. Ending with a question is a good way of getting your audience to think about your presentation in an interesting way. Is there a certain conclusion you want them to come to?

What Is The Best Way To Start a Presentation?

Community Q&A

• Have good posture. Don't cross or fold your arms, keep them open. Don't slouch and keep your back straight. [8] X Research source Thanks Helpful 0 Not Helpful 0
• Don't forget to look at everyone, not just the floor. Don't stare at anyone in particular but 'skim' the class. Thanks Helpful 1 Not Helpful 0
• Try not to argue with your audience. This detracts from your presentation. Just tell them they have an interesting point and that you'll check and get back to them. Thanks Helpful 1 Not Helpful 1

• Some people may be so tied up before a presentation that they feel faint and may pass out during their speech. If this describes you, make sure you prepare especially hard and keep your blood sugar up before you present. Thanks Helpful 14 Not Helpful 1
• Don't keep your mobile phone in your pocket or it will interfere with the microphone (if any). Thanks Helpful 13 Not Helpful 6

You Might Also Like

• ↑ https://www.gvsu.edu/ours/oral-presentation-tips-30.htm
• ↑ https://www.uwe.ac.uk/study/study-support/study-skills/presenting-and-working-with-others
• ↑ https://www.bbc.co.uk/bitesize/topics/zcfv4wx/articles/zdn3d6f
• ↑ https://homes.cs.washington.edu/~mernst/advice/giving-talk.html

About This Article

The best way to prepare for your class presentation is to practice in front of a friend or family member. When it’s time to present, make eye contact with your audience and use hand motions to illustrate your points. Don’t forget to smile! Finish strong with a final statistic or provocative question. If you’re still nervous, read on for more advice! Did this summary help you? Yes No

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Mercedes-Benz E-Class Luggage Test: How big is the trunk?

T o take you behind the curtain for a moment, our 2024 Mercedes-Benz E-Class first drive review was produced quite atypically. Instead of traveling someplace to drive the car for the first time (aka "a press trip,"), the car was sent out to various outlets/journalists along with a wonderfully extensive press kit and a virtual Webex presentation. This is actually how first drives were done during the pandemic, and while the Webex presentation bit is just as useless and loathsome as in those dark days (asking the necessary in-depth questions to various experts is basically impossible), there is certainly merit to having the car in question for several days at home instead of several hours in suburban San Diego or Majorca. 

One of those merits is that I get to do a luggage test of the car in question! There it is, that's what all that has to do with a luggage test. And as it turns out, doing a luggage test is kind of important because the all-new E-Class has a cargo volume number that'll raise a Spockian eyebrow. 

According to the specs, the new E-Class sedan has 19 cubic-feet of space in the trunk. I'm pretty sure that would give it the largest trunk of any traditional notchback sedan currently on sale. The last car I can recall in that territory was a Ford Taurus . The sedan with the most voluminous trunk I've luggage tested is the Honda Accord's , both on-paper and while-testing. 

Here's the new E-Class. So, this is definitely better than the typical luxury sedan trunk, but 19 cubic-feet? 

Another journalist in that aforementioned virtual press presentation actually asked about the cargo volume spec and the measurement used to attain it, and the Mercedes rep simply said it was "comparable to filling the trunk with ping pong balls." I would've had follow-up questions to that (Mr. Luggage Test, after all), but there's a reasons virtual press presentation are crap. 

Thankfully, though, I am Mr. Luggage Test, so let's get to the bottom of this. Or rather, the under of this ... 

There's quite a bit of underfloor space in the E-Class trunk. Is it useful space for luggage? Um, not at all. Maybe a grocery bag or two, something you don't want rolling around the trunk, contraband? I don't know, but it's not not useful. 

It even has an indentation for this little fold-up box, which pops open to keep stuff from rolling around the trunk.

What a great little feature. 

So, my strong suspicion here is that the 19-cubic-foot trunk volume includes all that underfloor trunk volume. Plenty of SUVs are measured in the same way, and I wouldn't be surprised if the EQS was as well . 

I'm not actually going to call shenanigans here. There could very well be 19 cubic-feet of volume present under the trunk lid. Is it a bit of technicality? Sure, but it once again speaks to the limitation of simply relying on a volume measurement. The Mercedes rep wasn't wrong when she said it's indicative of filling the area with ping pong balls. The trouble always is, no one fills trunks with loose ping pong balls. Furthermore, 19 cubic-feet worth of ping pong balls could fit into a hose, but a suitcase can't. 

Speaking of suitcases ... As with  every Luggage Test , I use two midsize roller suitcases that would need to be checked in at the airport (26 inches long, 16 wide, 11 deep), two black roll-aboard suitcases that just barely fit in the overhead (24L x 15W x 10D), and one smaller green roll-aboard that fits easily (23L x 15W x 10D). I also include my wife's fancy overnight bag just to spruce things up a bit (21L x 12W x 12D).

Above left is the E-Class. Above right is the new C-Class , which has a surprisingly useful trunk by the way. You can see here that the widths between their wheels is similar (and if you haven't heard the news, the green bag has replaced the small blue bag ), but there's far more depth in the E-Class. 

The C-Class trunk volume is 12.6 cubic feet. Is that a 6.4-cubic-foot difference? Um, according to my bags, no. 

All the bags fit inside the E-Class, which is great. That's actually rare among luxury sedans. However, all of them also fit in the C-Class. The difference is the amount of room leftover and the ease with which I could load them. There were several Tetris formations I could do in the E-Class, but only one Goldilocks in the C. 

Now, if the trunk indeed had 19-cubic-feet of volume, not including the underfloor area, it should be able to hold more than this ...

That would be the Honda Accord trunk with a 38-quart cooler in addition to all the bags and a decent amount of leftover space. 

Yeah, that cooler ain't going in the E-Class. Nor even any of my various small duffle bags.

So, the E-Class does have the biggest, most useful trunk of any luxury sedan with a traditional (not hatchbacked) trunk design I've tested. That's great! Is its 19-cubic-foot official spec a little misleading? Yes. 

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Mercedes-Benz E-Class Luggage Test: How big is the trunk? originally appeared on Autoblog on Mon, 1 Apr 2024 10:00:00 EDT. Please see our terms for use of feeds .