Now that you have identified the key messages of your presentation you can move to consider how best to structure your presentation to show the depth and extent of your understandings that you bring to your practice.
Give some time to this. It is another aspect of preparation that may need to be iterative. Seek to communicate with others, particularly your facilitator. Book at least one session with your facilitator to get feedback. Consider the feedback you have been given. It may be difficult to accept because by now you have invested considerable personal energy, but your facilitator brings a perspective of an outsider and that can be hugely helpful in helping you ensure the key messages are able to be understood by the assessors.
- Structure one area in full and get feedback from your facilitator.
- Use this feedback to clarify and strengthen your application.
- Proceed to structure your full presentation, ensuring the learning outcomes of the papers are being attended to.
- Determine how you will present to the assessors
- How will you hold the key points in the order you wish to make them?
- Will you use a tool like powerpoint or a mindmap?
- Will you present this as a written document or as a series of videos. diagrams and audio evidence?
- Will you have artifacts that you wish to introduce at various points?
- Consider using an agenda for the presentation - it could be helpful for assessors particularly if each section has a reminder of what the purpose is.
|Consider the following:
- Evidence must be used in a way that clearly links to what you are presenting and to your learning. Think about how you will use to use evidence to illustrate your knowledge/skills and demonstrate the extent to which you can analyse your own learning. Think broadly about the type of evidence you will use. The ability to select and evaluate evidence and bring this forward coherently is an important dimension of your application.
The evidence must be:
- valid – connected to your learning
- authentic – you must have contributed to its development
- current – this ensures that it is connected to your most current understandings, unless it you see it as a seminal piece of evidence that sets the scene clearly
- sufficient- for the purpose of the assessment
- reliable – you could show how this evidence has informed other aspects of your work, to show that the learning you have gained can