QUOTE : For a presentation assignment, you might pick a day 2 weeks in advance of the actual presentations and ask students to bring their laptops to class. In the final 10 minutes of a class in which you present some new material to them, ask them to pair up and work together on the creation of a single slide designed to teach an audience about Concept A. In the following class sessions, allot the final 10 minutes of each class to asking a handful of students to stand up and give a 2-minute presentation of the slide they created. Better yet, as in the writing example, make it the final 15 minutes and spend the first 5 of those reminding them that reading text directly from slides can produce something called the redundancy effect, which can reduce learning, but that too much difference between what's on the slide and what they say also has been shown to reduce learning. So they should be searching for what Michelle Miller described as the “‘Goldilocks’ principle with respect to the discrepancy between the narration and the visually presented slide”—they should clearly reference and highlight the key components of what they have put on the slide, but not simply read it out directly (Miller 2014, p. 154). Giving students the opportunity to create several practice slides and then to work on speaking those slides to an audience would go a long way toward improving the majority of student presentations I have seen.