Instructor and student resources:

Incorporating Presentations into an Existing Course: Incorporating an effective speech/briefing module into an existing course can consume a surprising chunk of precious classroom time.  The amount of time dedicated will depend on the scope of what the professor/instructor is trying to accomplish.

Recommended Options:

        The Group Presentation:

                a.  Divide your section (depending on size) into three or four groups (ideally four to six persons in each).
                Give instruction for topic selection and development of presentation, and delivery/poise instructions during
                the first 50 minute block.

                b.  As a minimum allow a single 50 minute block for rehearsals and feedback (four groups will require two blocks).

                c.  For final presentations and evaluations allow two 50 minute blocks (two groups present in each block).

                d.  Briefing options include -

                     (1) Requiring every member of the group to give a portion of the briefing.

                     (2) Mutt & Jeff brief (two individuals give the briefing).

                     (3) A single member of the group gives the briefing.

         The Individual Mini-brief:

                a.  Give instruction for topic selection and development of a two-minute presentation, and
                delivery/poise instructions during a 50 minute block early in the course.

                b.  Schedule the briefings throughout semester, allowing at least five minutes for briefing and
                feedback.  Retain option for weaker students to brief more than once.

        The Formal Individual Briefing:  If it is your intent to provide every classmember the opportunity to deliver a formal briefing, at a minimum you will have to provide 10 to 15 minutes of classtime to each student for the briefing and feedback alone, to say nothing of the intitial instruction period and rehearsal/feedback sessions.  A section of twenty students would require five class periods to execute the final briefings plus an additional five to six class periods for initial instruction and rehearsals.  If after reading this you remain undaunted consider the following suggestions:

                a.  Give instruction for topic selection and development of a two-minute presentation, and
                delivery/poise instructions during a 50 minute block early in the course.

                b.  Three to four periods after you have given the initial instruction dedicate four or five periods to
                confidence building, rehearsal, and feedback sessions (time between instruction allows the students
                to prepare and begin polishing their presentations).

                c.  Schedule the formal briefings throughout semester, allowing at least fifteen minutes for briefing
                and feedback (you may have to schedule some or even several briefings outside of class time).
                Hopefully, rehearsals will eliminate the need for weaker students to brief more than once.