Ask a student to explain a case, convey the results of research, or describe how her clinical experience is relevant to a potential job and you are likely to hear a rambling recitation. How can we help students improve their performance in important informal professional presentations?
There are many types of presentations – descriptive, persuasive, objective, personal -- but all good ones involve the use of narrative. Learning to effectively present in informal settings requires the reflective and goals-oriented processes that are at the heart of clinical teaching. It requires an understanding of what matters most to the speaker and to the audience. Clinics and externships provide excellent opportunities to assist students in learning these skills.
In today’s challenging job market, we should do more to educate students about informal presentation skills as part of their professional identity and performance. The same professional skills enable students to communicate effectively both within their roles as advocates, colleagues and supervisees, and within their roles as job seekers and new lawyers.
The objective of this session is to help us improve our methods for teaching students how to improve their informal presentation skills, with a focus on understanding the power of narrative structure and their own perspectives. Attendees will discuss, share and develop a list of the elements of effective presentations, student exercises that work, rubrics for assessing and giving feedback to students, and rubrics to help guide students in making presentations.