Interest Talk

The more formal "interest talk" can be the basis for learning if it is accompanied by opportunities for exploration beforehand. A supportive environment is necessary for encouraging talk in formal situations. It is important to provide learning situations that encourage the sharing of both work-in-progress and completed ideas and information. The interest talk is not memorized; it flows from the student's own knowledge of the topic. The interest talk generally attempts to inform the audience.

Before the Interest Talk

Students need to choose topics that interest them. They should have a clear idea of the topic, when and where they will be presenting the talk, the purpose of the talk, and the nature of the audience. Next, they need to gather information and develop an outline for the talk. An outline helps students develop a comfortable familiarity with their material. Students may wish to prepare index cards with points outlined on them and they may choose to use visual aids to enhance their presentations (e.g., use of a slide projector, computer display, audio or video recordings, overhead transparencies, chart paper or chalkboard, posters, photographs, illustrations, or graphs).

Students should be encouraged to practise their talks in front of an imaginary audience, a mirror, or a friend. Together the teacher and students may create a list of guidelines for practice similar to the one below:

• monitor volume and rate of speed to be sure everyone can hear and understand you
  
• practise the use of emphasis and pitch so your voice sounds natural
  
• use appropriate nonverbal cues for emphasis and interest
  
• practise using the index cards in a discreet way
  
• review index cards to be sure that the notes spark your memory and support you as you speak
  
• review your talk (e.g., ask: "Have I omitted anything important or included anything unnecessary? Do my points flow smoothly and logically from one to the other?")
  
• review visual aids to determine their effectiveness
  
• practise using the visuals (number them if you have several).

During the Interest Talk

If the student is prepared, the interest talk itself should be an enjoyable experience. Interest talks can take a variety of forms, from a five-minute review of a movie to a fifteen-minute slide presentation accompanied by explanations. Students should be reminded to speak in a relaxed but enthusiastic and confident manner.

After the Interest Talk

Peer assessment could be done by three or four members of the class, rather than the entire class. The assessors could write answers to questions such as the following:

• What were the purposes of the talk?
  
• How well was the talk timed? Explain.
  
• Were visual aids used? If so, explain why they were (or were not) helpful.
  
• Was the talk presented in logical sequence? Comment.
  
• Did the audience seem interested? How do you know?
  
• What might this student do in the future to improve the presentation?

Assessment criteria should be discussed or developed with students prior to beginning an interest talk project. A sample checklist follows.

Sample Interest Talk Assessment