presentation reflection questions

160 Questions to Ask After a Presentation

Asking questions after a presentation is not just about seeking clarity on what was discussed. It’s a golden opportunity to delve deeper, engage with the speaker, and enhance your understanding of the subject matter. But knowing which questions to ask isn’t always straightforward.

In this piece, we’re about to break down the art of crafting impactful questions post-presentation that will not only benefit you but also add value to the entire audience’s experience.

Table of Contents

Questions to Ask After a Presentation for Feedback

Questions to ask after a presentation interview, questions to ask students after a presentation, questions to ask after a research presentation, questions to ask after a business presentation, questions to ask after a marketing presentation, questions to ask after a book presentation, reflection questions to ask after a presentation, frequently asked questions, final thoughts.

Can you summarize the key points of the presentation?
What aspect of the presentation did you find most engaging?
Were there any areas that were unclear or confusing? If so, what were they?
How would you rate the overall organization and flow of the presentation?
Did the visual aids (such as slides or charts) enhance your understanding of the topic? Why or why not?
Did the presenter maintain good eye contact and use body language effectively?
Was the presenter’s tone and pace suitable for the content and audience?
Were there any statistics or facts presented that stood out to you? Why?
Did the presenter address potential counter-arguments or opposing views adequately?
Were the objectives of the presentation clearly stated and met?
How well did the presenter handle questions or interruptions during the presentation?
Was there anything in the presentation that seemed unnecessary or redundant?
What would you suggest to improve the presentation for future audiences?
How did the presentation change or influence your thinking about the subject?
Did the presentation feel tailored to the audience’s knowledge and interest level?
Was there a clear and compelling call to action or concluding statement?
Did the presentation feel too short, too long, or just the right length?
What was your overall impression of the presenter’s credibility and expertise on the subject?
How would you rate the relevance and importance of the topic to the audience?
Can you identify any biases or assumptions in the presentation that may have influenced the message?
How did you determine what content to include in your presentation?
Can you explain the rationale behind the structure and flow of your presentation?
What challenges did you face while preparing this presentation, and how did you overcome them?
Were there any points in the presentation where you felt you could have elaborated more or less? Why?
How did you decide on the visual elements and design of your presentation?
Can you describe your intended audience and how you tailored the content to engage them?
How did you ensure that the information presented was accurate and up-to-date?
Were there any counter-arguments or opposing views on this topic that you considered including?
How would you adapt this presentation for a different audience or context?
How do you handle unexpected questions or interruptions during a presentation?
Can you give an example of how you’ve handled negative feedback on a presentation in the past?
How do you measure the success of a presentation? What metrics or feedback do you seek?
What techniques do you use to engage an audience that may not be familiar with the topic?
How do you balance the need to entertain and inform in a presentation?
How do you prioritize information when you have a limited time to present?
What strategies do you employ to ensure that your main points are memorable?
How do you deal with nerves or anxiety before or during a presentation?
Can you describe a situation where a presentation did not go as planned and how you handled it?
How do you keep up with the latest trends and best practices in presenting?
Is there anything you would change about this presentation if you were to do it again?
How did you feel about the presentation? Were you confident or nervous, and why?
What was the main message or goal of your presentation, and do you think you achieved it?
How did you decide on the structure of your presentation?
What research methods did you use to gather information for this presentation?
Were there any challenges you encountered while preparing or presenting, and how did you address them?
How did you ensure that your visual aids or multimedia elements supported your key points?
What part of the presentation are you most proud of, and why?
Were there any areas where you felt uncertain or that you would like to improve upon for next time?
How did you tailor your presentation to fit the knowledge level and interest of your audience?
What techniques did you use to engage the audience, and how do you think they worked?
How did you practice your presentation, and what adjustments did you make as a result?
Did you feel the time allotted for your presentation was sufficient? Why or why not?
How did you decide what to emphasize or de-emphasize in your presentation?
What feedback did you receive from peers during the preparation, and how did you incorporate it?
Did you have a clear conclusion or call to action, and why did you choose it?
How do you think your presentation style affects the way your audience receives your message?
What would you do differently if you were to present this topic again?
Can you reflect on a piece of feedback or a question from the audience that made you think?
How has this presentation helped you better understand the subject matter?
How will the skills and insights gained from this presentation experience benefit you in the future?
Can you elaborate on the research question and what prompted you to investigate this topic?
How did you choose the methodology for this research, and why was it the most suitable approach?
Can you discuss any limitations or constraints within your research design and how they might have affected the results?
How do your findings align or contrast with existing literature or previous research in this field?
Were there any unexpected findings, and if so, how do you interpret them?
How did you ensure the reliability and validity of your data?
Can you discuss the ethical considerations involved in your research, and how were they addressed?
What are the practical implications of your findings for practitioners in the field?
How might your research contribute to theoretical development within this discipline?
What recommendations do you have for future research based on your findings?
Can you provide more details about your sample size and selection process?
How did you handle missing or inconsistent data within your research?
Were there any biases that could have influenced the results, and how were they mitigated?
How do you plan to disseminate these findings within the academic community or to the broader public?
Can you discuss the significance of your research within a broader social, economic, or cultural context?
What feedback have you received from peers or advisors on this research, and how has it shaped your work?
How does your research fit into your long-term academic or professional goals?
Were there any particular challenges in conveying complex research findings to a general audience, and how did you address them?
How does this research presentation fit into the larger project or research agenda, if applicable?
Can you provide more insight into the interdisciplinary aspects of your research, if any, and how they contributed to the depth or breadth of understanding?
Can you elaborate on the primary objectives and expected outcomes of this business initiative?
How does this strategy align with the overall mission and vision of the company?
What are the key performance indicators (KPIs) that you’ll be monitoring to gauge success?
Can you discuss the risks associated with this plan, and how have you prepared to mitigate them?
How does this proposal fit within the current market landscape, and what sets it apart from competitors?
What are the potential financial implications of this plan, including both investments and projected returns?
Can you provide more detail about the timeline and milestones for implementation?
What internal and external resources will be required, and how have you planned to allocate them?
How did you gather and analyze the data presented, and how does it support your conclusions?
How does this proposal take into account regulatory compliance and ethical considerations?
What are the potential challenges or roadblocks, and what strategies are in place to overcome them?
Can you explain how this initiative aligns with or affects other ongoing projects or departments within the company?
How will this plan impact stakeholders, and how have their interests and concerns been addressed?
What contingency plans are in place if the initial strategy doesn’t achieve the desired results?
How will success be communicated and celebrated within the organization?
What opportunities for collaboration or partnership with other organizations exist within this plan?
How does this proposal consider sustainability and the potential long-term impact on the environment and community?
How have you incorporated feedback or lessons learned from previous similar initiatives?
What are the key takeaways you’d like us to remember from this presentation?
How can we get involved or support this initiative moving forward?
Can you elaborate on the target audience for this marketing campaign, and how were they identified?
What are the main objectives and key performance indicators (KPIs) for this campaign?
How does this marketing strategy align with the overall brand values and business goals?
What channels will be utilized, and why were they chosen for this particular campaign?
Can you discuss the expected return on investment (ROI) and how it will be measured?
What are the creative concepts driving this campaign, and how do they resonate with the target audience?
How does this campaign consider the competitive landscape, and what sets it apart from competitors’ efforts?
What are the potential risks or challenges with this marketing plan, and how will they be mitigated?
Can you provide more details about the budget allocation across different marketing channels and activities?
How have customer insights or feedback been integrated into the campaign strategy?
What contingency plans are in place if certain elements of the campaign do not perform as expected?
How will this marketing initiative be integrated with other departments or business functions, such as sales or customer service?
How does this campaign consider sustainability or social responsibility, if at all?
What tools or technologies will be used to execute and monitor this campaign?
Can you discuss the timeline and key milestones for the launch and ongoing management of the campaign?
How will the success of this campaign be communicated both internally and externally?
How does this marketing strategy consider potential regulatory or compliance issues?
How will the campaign be adapted or customized for different markets or segments, if applicable?
What lessons from previous campaigns were applied in the development of this strategy?
How can we, as a team or as individuals, support the successful implementation of this marketing plan?
What inspired the main theme or concept of the book?
Can you describe the intended audience for this book, and why they would find it appealing?
How did the characters’ development contribute to the overall message of the book?
What research was conducted (if any) to ensure the authenticity of the setting, characters, or events?
Were there any challenges or ethical considerations in writing or presenting this book?
How does this book fit into the current literary landscape or genre? What sets it apart?
What do you believe readers will find most engaging or thought-provoking about this book?
Can you discuss any symbolic elements or literary devices used in the book and their significance?
How does the book’s structure (e.g., point of view, chronological order) contribute to its impact?
What were the emotional highs and lows during the writing or reading of this book, and how do they reflect in the story?
How does the book address or reflect contemporary social, cultural, or political issues?
Were there any parts of the book that were particularly difficult or rewarding to write or read?
How does this book relate to the author’s previous works or the evolution of their writing style?
What feedback or responses have been received from readers, critics, or peers, and how have they influenced the presentation?
What are the main takeaways or lessons you hope readers will gain from this book?
How might this book be used in educational settings, and what age group or courses would it be suitable for?
Can you discuss the process of editing, publishing, or marketing the book, if applicable?
How does the book’s cover art or design reflect its content or attract its target readership?
Are there plans for a sequel, adaptation, or related works in the future?
How can readers stay engaged with the author or the book’s community, such as through social media, book clubs, or events?
How do you feel the presentation went overall, and why?
What part of the presentation are you most proud of, and what made it successful?
Were there any moments where you felt challenged or uncertain? How did you handle those moments?
How did you perceive the audience’s engagement and reaction? Were there any surprises?
What feedback have you received from others, and how does it align with your self-assessment?
Were there any technical difficulties or unexpected obstacles, and how were they addressed?
How well did you manage your time during the presentation? Were there areas that needed more or less focus?
How did you feel before the presentation, and how did those feelings change throughout?
What strategies did you use to connect with the audience, and how effective were they?
Were there any points that you felt were misunderstood or could have been communicated more clearly?
How did the preparation process contribute to the overall success or challenges of the presentation?
What did you learn about yourself as a communicator or presenter through this experience?
Were there any ethical considerations in the content or delivery of the presentation, and how were they handled?
How does this presentation align with your long-term goals or professional development?
How would you approach this presentation differently if you had to do it again?
How has this presentation affected your confidence or skills in public speaking or presenting?
What resources or support would have enhanced your preparation or performance?
How will you apply what you’ve learned from this presentation to future projects or presentations?
How did your understanding of the topic change or deepen through the process of preparing and presenting?
What steps will you take to continue improving or building on the skills demonstrated in this presentation?

What if I disagree with a point made during the presentation?

It’s important to frame disagreement in a constructive and respectful way. You might say, “ I found your point on X intriguing. From a different perspective, could Y also be considered…? ” This opens up a dialogue without dismissing the presenter’s viewpoint.

How can I formulate my questions to encourage a more detailed answer?

Use open-ended questions that start with “ how ,” “ why, ” or “ could you explain… ” as these require more than a yes or no answer and encourage the presenter to provide depth. For example, “ Could you explain the process behind your research findings in more detail? “

By asking insightful questions, you’re not only cementing your understanding of the material presented but also opening doors to further knowledge and collaboration. Remember, the quality of your questions reflects the depth of your engagement and willingness to learn.

So, the next time you find yourself in the audience, seize the opportunity to ask meaningful questions and watch as simple presentations transform into dialogues that inspire and illuminate.

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Bea Mariel Saulo

Bea is an editor and writer with a passion for literature and self-improvement. Her ability to combine these two interests enables her to write informative and thought-provoking articles that positively impact society. She enjoys reading stories and listening to music in her spare time.

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21 Great Reflection Questions That Add Depth to Student Learning

Have you ever told someone, “don’t look back”?

Odds are you have, and that it was a much-needed reminder to someone expressing regret or frustration with their past. You encouraged them to dust themselves off and keep on keepin’ on. Why? Because they’re capable and they’ve got this!

But is it always bad to look back? Definitely not! There’s a special kind of looking back that can be powerfully good at informing what we do in the future. And that’s called reflection.

“Life can only be understood backwards; but it must be lived forwards.” —Sorin Kierkegaard

As student affairs professionals aiming to support student growth, reflection should be one piece of the pie! Reflection is also an awesome tool for boosting the effectiveness of on-campus programming efforts. We see institutions doing this already, especially in connection to co-curricular pathways and targeted initiatives.

When we reflect, we take a close look at the effort we’ve put in, what we’ve experienced, and what we’ve gotten out of what we’ve done.

This may sound like a simple or subconscious part of moving around in the world, but the point of reflection is that it is intentional. It only takes a few minutes of looking back and focusing on the experience to get insights that will guide us as we move forward!

The information we get out of the reflection process tells us what we can do in the future to improve our results. We can identify some areas of improvement and sharpen our goals to better situate us so we can achieve what it is we want . This process is one that will result in a noticeable change in the development of ourselves, our work, and our processes.

Why You Should Reflect

Reflections do a lot! Like a debrief, they give us a sense of completion and satisfaction. They can also work as a self-evaluation wherein they create space for students to communicate personal and professional areas where they want to see growth, all while they assess how they’re working toward these.

Even if you utilize reflections already, it’s important to…reflect…on the questions you’re using to encourage reflection — a meta-reflection of sorts!

What good are you trying to do? What good are students getting? What good could they be getting? Choosing questions that are impactful is key, and if you’re looking to critically examine the programs and services you’re providing to students, look no further!

Knowing what questions to ask can be a difficult beast because we want the reflection experience to be as meaningful as possible for students to engage with.

No matter what the program that’s being reflected on, we recommend that your questions be simple, open, and practical.

Simple questions rewrite the narrative that reflection has to be “deep” and ensure that the barriers and stakes are both low for students to get started. (Not to mention this also makes maintenance easy for administrators.)
Open questions honor students’ experiences and encourage them to engage in ways that are most meaningful to them. This acknowledges the importance of agency and the ways that different experiences may be interpreted differently by different people and contexts.
Practical questions apply straightforwardly to students’ lives outside the classroom. This gives them a chance to develop their critical thinking skills and base of knowledge far beyond the academic venue.

It’s no secret that the content of these reflections can impact more than just students; for instance, their responses may steer the future of program tracks at your campus. Plus, you get to see what students are getting out of the programs already in place, which can spark ideas for how things might be adjusted to better achieve the program’s and student members’ goals.

This, of course, connects to the larger vision and future of the institution. When working to drive engagement, collecting responses from students allows student affairs professionals to track student learning while showing the institution’s efficacy. That’s critical for the process of securing funding and, increasingly, for accreditation!

21 Reflection Prompts

Here at Presence, there are five main prompts that we encourage you to use. These are set as the default questions in our software when you start customizing your reflection form. They’re simple, broad, and practical.

These questions go deeper and deeper as they go on, similar to the way Bloom’s Taxonomy works. We’ve included some other questions which are variations of the core ones, targeting specific aspects which might cater better to certain programs and purposes.

Q1. Describe your experience.

Asking students to describe their experience sounds simple and unhelpful, but externalizing these experiences by putting it into words so that it can be shared is transformative. That’s because there are a lot of things we don’t realize we think until we’re asked to share those thoughts. Doing this here encourages us to be more mindful and aware of what we’re up to and how we’re spending our time.

Here are some similar questions:

What strengths or beliefs did you share?
Did anything unexpected happen?
How did you respond to challenges?

Encouraging the student to describe how they interacted and communicated with others boosts their self-awareness and encourages them to dig deeper, helping them recognize how they may have been perceived by others as well.

Q2. What did you like about the experience?

Asking students what they liked about the program gives them space to analyze the experience they just described but in an exclusively positive way. They get to identify for themselves what they enjoyed, which is an awesome approach to take when thinking constructively about making something better. This helps students sharpen their critical eye and strengthen their voice.

Who did you build a positive relationship with?
What were you drawn to?
What might you want to learn more about because of this?
What was the most enjoyable moment?

Identifying positive bits about what we’re doing (like what was special about it) increases our satisfaction in and appreciation of what we do while still keeping an eye towards improvement.

Q3. What did you learn?

Asking students what they learned encourages them to decide what the effect of their participation was on themselves personally, beyond any of our stated outcomes. They get to distinguish what they knew before from what they know now. We recognize that reflecting on learning outside of a purely academic context may seem strange to students, but these questions inspire self-development.

What were your most interesting discoveries?
What did you realize about yourself?
Did this give you a new perspective, challenge your point of view, or introduce you to new techniques, skills, processes?

Learning something particular to the program’s subject matter or something related to a problem they’re facing allows direct reflection on the ways that they might have learned something that connects to them more personally.

Q4. Why does it matter?

Asking why this experience matters encourages students to think futuristically and recognize that the learning they’re doing is real and applicable. Reflecting on the significance of their involvement gives meaning and purpose to what they do and encourages them to keep doing more of it.

Does this connect to any past experiences or themes? If so, which?
Were there areas of risk?
What does what I learned connect to?

Students get a chance to connect this experience to the bigger picture of their involvement on campus and their development as a person during their college years. Pointing out healthy risks (opportunities to step outside of our comfort zones) inspires us to grow new skills. We also get to grow by connecting our experiences over time (past, present, and future) together.

Q5. How would you apply what you learned in school? With friends? With family? In the community? In your career?

Thinking through concrete ways to apply these new skills to certain situations regularly is another helpful way to extend the student beyond their current setting and consider how they can apply what they’ve learned.

What did you learn about yourself?
H ow did your involvement and participation in this fit into your broader goals for developing yourself?
What would you change?

Thinking explicitly about the other domains of our lives and how we can actively work to improve those is what this gets at. Students get to realize the real-life applicability of what they’re doing and can feel like they’re making progress in all areas of life!

Free Download: High-Impact Practice Ebook

Once you begin to use some of these questions, let us know how they’re working for you by tweeting @themoderncampus !

And PS: A campus engagement tool ( like Presence! ) can make the creation and management of reflections simple and convenient thanks to the power of automation and conditional logic .

About the author: Sara Friend (she/her) is a former Content Marketing Intern at Modern Campus Presence and a graduate of the New College of Florida. She loved being an RA to first-year-in-college students. She's now a Mentor Manager for Big Brothers Big Sisters of the Sun Coast. Learn how we can help get your students involved .

50 Learning Reflection Questions For Students

Were you an active or a passive learner? Of what you learned today, what are you most comfortable with and what is still ‘iffy’?

Reflection Questions To Improve Learning

by Terry Heick

A few years ago, I wrote about Types of Learning Journals and reflection was a part of this thinking.

I’ve also shared a small collection of basic reflective questions in the past that could be used as a tweet or other social media post.

Now, for an updated post, I’ve collected many of these questions into a single post that you can sift through and hopefully find something you can use in your classroom tomorrow. Some are questions while others are question stems that can be used to guide reflection in specific lessons or scenarios where unique language or ideas are needed.

See also 12 Authentic Starting Points For Learning

Reflection Questions For Learning

1. What do you remember about what you learned today? Write down as many things as you can in 30/60/90 seconds.

2. Of what you remember, what seemed to be the most important ideas? Write down 3-5 things in bullet-point format.

3. What was your role in the learning process today? Did you find any new information? Interpret it? Attempt to ‘remember’ it? Complete a task? Listen? Watch? Skim? Try? Combine? Consider? Evaluate? Calculate? List? Describe? Problem solve? Recall? Create?

4. Were you an active or a passive learner? Did the learning activity allow (or force) you to be one or the other (active versus passive)?

5. What did you notice others doing during today’s lesson? Include other students, the teacher, etc. Infer cognitive behaviors (what they were doing ‘in their minds’) and listing physical and observable behaviors.

Metacognitive Questions For Learning

6. When were you at your best today?

7. What opportunities did you have today? Which were worthy of your attention, energy, or best thinking? Did you take them?

8. What did you assume about today’s learning before we started? How did that affect your learning (for better or for worse)?

9. What was your mindset before, during, and after the lesson?

10. What are you sure you understand about _____?

11. What do you think you might understand about _____?

12. What are you sure you misunderstand about _____? What is the most likely source of the confusion?

Nature Of Knowledge Reflective Questions

13. What do you suspect that you might misunderstand about ____?

14. What is the difference between misunderstanding and not yet knowing ?

15. What do you already know that you can use to think about or learn _____?

16. How do you know that you understand _____?

17. How do you know that you don’t understand ______?

18. How did you respond when struggled with today (if you did)?

19. What did you find most surprising about _____?

20. How did your understanding of _______ change today?

21. Of what you learned, how much of it was new, and how much of it have you seen before?

22. What about _____ makes you curious?

23. How is ____ similar to _____?

24. How does what you learned relate to what you already knew?

25. So? So What? What now? (Summarize what you learned, roughly explain its significance, and estimate what you might/could/should do next in response.)

Bonus: Consider the ‘form’ of learning you used . What other forms could have been used and what would effect might the use of those other forms have had on your learning? Think of sitting and listening versus standing and speaking. Think working alone versus working with others or watching a video versus reading a book versus listening to a podcast. How might the nature of what you learn (the topic or skill or concept being learned) dictate the ideal learning form?

Put another way, how does the learning content and/or goal affect the best learning methods?

Learning Reflection Questions For Students

Also, I previously created questions students can ask themselves before, during, and after learning to improve their thinking, retention, and metacognition. A few highlights from the ‘after learning’ (which qualify them as reflective questions for learning) include:

1. How did that go?

What did I clearly learn? What might I have learned or practiced or improved my understanding of that may not be obvious?

What was most interesting? Least? How can I learn new things if I’m not ‘interested in’ what I’m learning? What do others do in these cases to learn?

What was clear, what was confusing, and what was somewhere in the middle? What do I still need help with? Who can I talk to about the lesson to review key ideas or clarify misunderstandings?

2. What seems most important about what was learned?

What seems less important and what seems more important about what was learned? Or is this something where what was learned doesn’t have a clear hierarchy?

After the lesson, is what seems most important different from how things seemed before and during the lesson? How and why?

3. What should I do with what I’ve learned and how should I respond to what I didn’t learn?

What should I do with what I learned and know? What will I be able to do with this–both now and if and when I improve my understanding of it?

Who should I ‘tell’ or share this with? Who would care and/or benefit the most?

4. What might we learn tomorrow Based on what we learned today?

Where does what we’re learning seem to be ‘heading’? What happens next when we’ve learned things like this in the past?

What could I learn about this tomorrow with help? By myself? What might someone who knows this better than I do ‘learn next’?

5. How have I been changed by what I’ve learned?

How do I feel about this content? Interested? Enthusiastic? Curious? Bored? Indifferent?

How else could I learn this–maybe better? How might I think of this learning in 40 days? 40 weeks? 40 months? 40 years?

Best guest speaker reflection questions

Home » Questions » Best guest speaker reflection questions

Guest speakers play a crucial role in enhancing the learning experience for students in various educational settings. Whether it’s a professional from a specific industry, a subject matter expert, or a motivational speaker, their insights and expertise can provide valuable perspectives and knowledge to the audience. To make the most out of these guest speaker sessions, it is important to encourage students to reflect on the information and ideas shared. This not only helps in reinforcing the learning but also allows the students to engage in critical thinking and self-assessment.

In order to facilitate meaningful reflection, it is important to ask thoughtful and relevant questions that encourage students to analyze and apply the information shared by the guest speaker. These reflection questions can help students process the content, connect it to their own experiences and knowledge, and identify key takeaways from the session. Here, we have compiled a list of guest speaker reflection questions that can be used as a guide to promote deep thinking and effective learning.

Engaging with these reflection questions can help students internalize the information, deepen their understanding, and make connections to their own lives and aspirations. By encouraging students to reflect on the guest speaker sessions, educators can create a more interactive and transformative learning experience.

See these guest speaker reflection questions:

What was the most memorable or impactful part of the speaker’s presentation?
How did the speaker’s personal experiences enhance your understanding of the topic?
What new insights or perspectives did you gain from the speaker’s presentation?
How does the speaker’s expertise relate to your own career aspirations or academic interests?
Did the speaker’s presentation challenge or reinforce any of your preconceived notions about the topic?
What specific examples or anecdotes shared by the speaker resonated with you the most?
What practical advice or tips did you learn from the speaker that you can apply in your own life or studies?
Did the speaker’s presentation change your perspective on any particular issue or topic?
What questions or thoughts did the speaker’s presentation raise for you?
How did the speaker’s presentation inspire or motivate you?
What aspects of the speaker’s presentation would you like to delve deeper into?
What challenges or obstacles did the speaker discuss, and how did they overcome them?
What qualities or skills did the speaker emphasize as important for success in their field?
How did the speaker’s presentation relate to current events or societal issues?
What connections did you make between the speaker’s presentation and your own experiences or knowledge?
What questions would you ask the speaker if you had the opportunity for further discussion?
How did the speaker’s presentation challenge your thinking or expand your understanding of the topic?
What actions or steps can you take based on the ideas shared by the speaker?
How did the speaker’s presentation align with or differ from your expectations?
What skills or knowledge did the speaker highlight as important for success in their field?
What were the main themes or messages conveyed by the speaker?
How did the speaker engage the audience and create a memorable experience?
What aspects of the speaker’s presentation do you think will have a lasting impact on you?
What real-world examples did the speaker provide to illustrate their points?
How did the speaker’s presentation challenge your assumptions or broaden your perspective?
What aspects of the speaker’s presentation do you think will be most relevant in your future endeavors?
How did the speaker’s presentation relate to the broader themes or concepts discussed in the course?
What were the key takeaways from the speaker’s presentation?
How did the speaker’s presentation contribute to your understanding of the subject matter?
What ethical considerations or dilemmas did the speaker discuss, and how did they address them?
What aspects of the speaker’s presentation surprised you or made you think differently?
How did the speaker’s presentation relate to your personal values or beliefs?
What new questions or areas of interest did the speaker’s presentation raise for you?
How did the speaker’s presentation challenge your assumptions or biases?
What steps can you take to further explore the topics or ideas discussed by the speaker?
How did the speaker’s presentation align with your own goals or aspirations?
What skills or knowledge did the speaker emphasize as important for success in their industry?
How did the speaker’s presentation inspire you to take action or make changes in your own life?
What aspects of the speaker’s presentation do you think will be most applicable to your future career?
What resources or references did the speaker provide that you can explore further?
How did the speaker’s presentation challenge conventional wisdom or common practices?
What connections did you make between the speaker’s presentation and other course materials or assignments?
What questions or concerns did the speaker address that you had previously?
How did the speaker’s presentation contribute to your understanding of the industry or field?
What aspects of the speaker’s presentation do you think will be most valuable in your future endeavors?

These guest speaker reflection questions can serve as a starting point for engaging discussions and personal reflections. By encouraging students to critically analyze and reflect upon the information shared by guest speakers, educators can foster a deeper understanding of the subject matter and promote lifelong learning.

Group Work Self-Reflection Questions for Students

teens' group work - Group Work Self-Reflection

Group work self-reflection questions for students are a key factor in effective group work and a best practice for teachers using small groups.

When students work in collaborative groups, it’s critical to have self-reflection questions for them to consider when the group work is done or you risk wasting terrific, real data.

I’ve written about how to get gifted kids to work in groups , and this is one more step towards best practice.

Working in a group is more than just about the work. It’s also about the group, and if we don’t allow for self-reflection of that group work, we ignore a large part of what it was we were trying to teach.

We also make it more likely that they will make the same errors over and over again when working in groups.

For the teacher, reading these self-reflection responses can give us information that will inform our assignments of students into groups, as patterns will develop that we can use to tell which students will be most likely to work well together.

How it works:

I don’t use all of them on any one assignment! I choose two(ish), depending upon the assignment and its length.
Not every student responds to the same questions. Sometimes I give choice, and sometimes I assign different questions to different students.
The questions sometimes depend upon the students’ role in the group, meaning that some are specifically for those who were leaders of the group and some are for those who were not.
By giving different questions after different projects, I can make the questions targeted to the assignment, and the experience doesn’t become “samey” for the students.
Responses to these questions are not graded for content, only thoroughness.
No naming of other students is allowed in a critical way. If they have an issue with a specific student, I have them put an asterisk next to their response, and I will follow up with them privately. I do this so that if the graded paper falls into the wrong hands it doesn’t cause more contention.
When you see the word “I” in the question, it means me, as the teacher.

Group Work Self-Reflection Questions

Here’s a list of the self-reflection questions I use in my classroom:

How do you think you did working with this group compared with groups you’ve worked with in the past?
If you were to work with this same group again, what is one change the group could make to work together more effectively?
What was the greatest challenge you had as a group?
On a scale of 1 – 10, 10 being best, how well do you feel you demonstrated respect for the opinions of others in the group?
What is one change you could make in the way you listen to others that would improve your effectiveness in working in a group?
How would you rate yourself, on a scale of 1 – 10, on how well you were willing to agree with group decisions? What could you do to move yourself up a number on that scale?
What was the hardest thing for you personally about working in this group?
Was this group easier or harder to work with than groups you’ve worked with in the past?
Was the group the right size for the task, or would it have been better larger/smaller?
Do you feel that you accepted the final selections of the leader of the group with grace?
As the leader of the group, how did you show respect for the different opinions of the members of the group?
How balanced do you feel the efforts of the group members were?
As the leader of the group, what were your greatest challenges?
If you had done this yourself, would the outcome have been better or worse?
Would you like to work with this same group again?
Was there one person who added more than his/her share to the group?
If you could pick one person in the group to whom to give a specific compliment about their work in the group, who would it be and what would you say?
In what ways was the group more effective than an individual working alone would have been?
Did I divide the responsibilities within the group fairly?
Did the role you were assigned fit your strengths?
Would you like to fill this same role in a future group project? How would you do an even better job next time?
If you could have had a different role in the group, what role would you have wanted?
What took the most time deciding as a group? Why do you think it was a challenging decision?
Did I give you adequate time to get to know each other and come together as a team?
Thinking of the class, choose four other people who would be your “dream team” group.
What is one skill you have that you feel really benefitted the group?
What is one skill you have that you feel wasn’t really used in this project?
Do you harbor any resentment over anything that happened or didn’t happen in the group during the project?
When did your group come to a grinding halt or when were you tempted to just take over?
In what ways did the group work better/worse than it did in previous projects?
What does your group do more quickly than it used to?
What are the challenges your group still faces that just don’t seem to be improving?
Why do you think that your group struggles with _______?
What changes should I make to make it easier for groups to work effectively?
What should I know about you to make it easier for you to work in groups?

Getting Great at Group Work

If you’d like to get really great at group work, I offer a short, very inexpensive course on it you can take. It’s got four parts:

⭐ Part 1: The Decision Process How can teachers know when to use small groups and when to avoid them? This section focuses on the pedagogical decision-making process, leading teachers to choose group size with focused intent and strong rationale.

⭐ Part 2: Teaching the Skills What are the skills students need to work effectively in small groups, and how can teachers best teach these skills?

⭐ Part 3: Roles & Responsibilities Learn how to divide students into groups effectively, and how to help the students manage their groups with ease.

⭐ Part 4: Collaborative Testing (This part) Learn how to administer collaborative assessments (and why you should). Complete with three examples and grading practices, this section of the course stretches small group pedagogy to the limit!

You can easily re-watch parts whenever you like. It’s the perfect way to make sure your small group instruction is fabulous! Learn more here.

I always feel vulnerable when I share things from my real, live classroom. I hope you find these questions useful. Student responses transformed the way I ran groups, and I think they can benefit all teachers.

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Presentation Reflection Questions

Through my experience mentoring designers, I've noticed a tendency to oversimplify a meeting's purpose. We stop at "present website concepts" then focus our preparation on explaining what we've designed as clearly and confidently as we can.

Some meetings go well; others don't. When they don’t, we feel bad. When we don’t know how to improve for next time, we feel even worse. It can be challenging to surface these insights when our only focus was what we were planning to say, missing who we were saying it to or why.

A simple practice I enjoy is taking a few minutes to collect my thoughts on what I expect from a meeting before it takes place. After the meeting, I can revisit my notes, reflecting on how it went and what I’ve learned.

This habit is a powerful tool for not only leading meetings more effectively but feeling better doing so. Below are ten questions to use as a guide:

Pre-Meeting

How do I feel heading into the meeting? Do I have the energy to participate fully?
What information do I hope to gain today?
What questions might the client (or my peers) ask? How will I respond?
How do I want the client (or my peers) to feel by the end of our meeting? Me?
How will I know this meeting was a success?

Post-Meeting

How do I feel right now?
What did not go as planned? Why?
What went well? Why?
Do I have what I need to move forward? If not, how will I capture what I need?
On a scale from 1 to 5, rate the success of this meeting. Why this rating?

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10 Free Reflection Activities to Enhance Learning

Reflection activities play a crucial role in the learning process, allowing corporate trainers to reinforce key concepts, identify areas of improvement, and foster a deeper understanding among their learners.

These 10 free reflection activities are designed to engage participants actively, encourage self-assessment, and enhance the overall learning experience. Incorporate these activities into your corporate training sessions to create a more impactful and effective learning environment.

Think-Pair-Share: Encourage participants to individually reflect on a specific topic, question, or scenario related to the training session. Then, have them pair up with a colleague to discuss their thoughts and ideas. Finally, open the discussion to the entire group to share insights and diverse perspectives. This activity promotes active listening, collaboration, and knowledge exchange. We hear this from customers that have ordered our full set of courses .
One-Minute Paper: At the end of a training segment, ask participants to take one minute to jot down their key takeaways, questions, or any areas they found challenging. Collect these papers anonymously and review them to gauge the overall understanding of the material and identify common themes for future improvement.
Learning Journal: Encourage participants to keep a learning journal throughout the training program. At the end of each session or day, participants can write reflections on what they learned, how they can apply it to their work, and any obstacles they foresee in implementation. The journal becomes a personal record of growth and serves as a valuable self-assessment tool.
SWOT Analysis: Divide the participants into small groups and have them conduct a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis of the training content or their performance during the session. This activity helps identify areas of improvement, capitalize on strengths, and create action plans for future success.
Role-Playing Reflection: After a role-playing exercise, have participants reflect on their performance. They can discuss what strategies worked well, what they could have done differently, and any insights gained from the experience. This activity enhances self-awareness and provides opportunities for skill refinement.
Gallery Walk: Set up different stations around the training room, each featuring a specific topic or concept covered during the training. Divide participants into groups and have them rotate through the stations, reflecting on the information presented and sharing their thoughts with each other. This activity promotes engagement and reinforces key points.
Plus/Delta Feedback: At the end of a training session, ask participants to provide feedback using the Plus/Delta technique. Participants write down one thing they liked (Plus) about the session and one thing they think could be improved (Delta). Analyze the feedback to make necessary adjustments and validate successful elements.
Peer Assessment: Incorporate peer assessment into the training by having participants observe and assess their colleagues’ presentations or performances. Provide evaluation criteria and encourage constructive feedback. This fosters a culture of feedback and continuous improvement.
Future Action Planning: Before concluding a training program, ask participants to outline specific action plans based on what they’ve learned. They should identify key steps, timelines, and resources needed to implement these actions. This activity reinforces the application of knowledge and ensures the training’s practicality.
Metaphorical Thinking: Present participants with a metaphor or analogy related to the training content. Ask them to reflect on how the metaphor connects with their own experiences, understanding, and challenges. This activity encourages creative thinking and deeper comprehension.

Conclusion: By incorporating these 10 free reflection activities into your corporate training sessions, you can foster a more engaged and insightful learning environment.

These activities promote self-assessment, collaborative learning, and practical application of knowledge, ultimately leading to more effective and impactful training outcomes.

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18 exit ticket questions to prompt student reflection

Tal, teacher.

How much time do your students spend thinking about your lesson once they've left the classroom?

Reflecting on learning is a powerful tool in aiding comprehension and memory. Yet students might go days, weeks, or even months before reflecting on a lesson. Research shows that within one hour 50% of new information is forgotten.

Using exit tickets to prompt student reflection (via tools like Ziplet) is an easy and timely way to get students to reprocess information.

In this article, we share 18 questions you can ask your students to help prompt reflection in or after class.

Bring out the positives

Focusing on the positive experiences of learning gives students greater confidence in their abilities. Starting with questions that focus on what students enjoyed or were surprised by in a lesson can help promote these positive experiences.

What part of the lesson surprised you?
Which part of today’s lesson was most interesting?
My favourite part of today’s lesson was…
What is the most important thing you learned today and why?

Refresh the key points

Asking a student to write or tell you what they’ve learned is a form of self-testing, a proven path to building knowledge. That’s according to a peer-reviewed study of more than 700 studies on 10 commonly used learning techniques.

I used to think…but now I know…
Two facts I learned about the topic…
The top 3 ideas I remember from today’s lesson…
What is something you weren't sure about at the start of the lesson but understand now?

In their own words

By putting information into their own words, students are encouraged not only to recall key concepts but reprocess information.

Imagine a classmate is absent from class today. How would you explain the lesson to him/her in 25 words or less?
If you were creating a quiz about today’s lesson, what are 2 questions you’d include?
How would you explain to what you learned today to someone in the grade below you?
Imagine you’re the teacher. Create a test question (w/answer) related to today’s activity.

Connect concepts

Connecting concepts is important to ensure the content isn’t “ abstract, decontextualized and independent of the situation ”. If a student has to tackle obscure and meaningless learning materials, they’ll struggle to assimilate the knowledge. Guide them to associate your lesson with what they already know.

How does something you learned in today’s lesson connect with something you already knew?
How can you apply something you learned today to another class or subject?
How can you apply what you learned today to your own life?

Find learning opportunities

Encouraging students to reflect on what they don't yet understand can help give students a hint at what they should be focusing on, and can help you understand what areas the wider student group may need further support in.

What areas did you find most difficult to understand / complete?
What questions do you still have about (insert topic)?
What is one (1) question that you still have about the lesson?

Getting started

Ziplet is a free app for students and teachers that makes it easy to collect student responses to questions. Join here and take a look at the question library and explore our suggested exit ticket questions.

Make your opinion count

Answer a Ziplet exit ticket and let us know what you think of this post. No login required.

Go to Ziplet.com/GO and enter the GO! Code :

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Use these questions to review & plan.

Reflection gives us an opportunity to both look back on what happened and think about (and name) where we want to go in the future.

Through this process, we identify where we’ve focused our time and energy, what was and is important to us, and what we’ve learned.

When we come together with our team and share our reflections, we seize the opportunity to build alignment, identify and prioritize shared goals, and recognize ways to work better together.

To help you and your team jumpstart the process of looking back and looking forward, we’ve created a resource full of reflection questions. Read on for a preview of what’s inside.

Reflect, share, and prepare for next project or year

These reflection questions was designed to help teams plan for the new year by looking back at the previous year.

For teams, this is a great opportunity to wrap up the year, reset, realign, and get everyone on the same page as you set off to make the most of a new year.

For managers who will be creating new goals and OKRs, leading your team through personal reflections, team reflections, and reflections for leaders will be incredibly helpful.

The process will allow you to further elicit feedback from your team so you can better plan according to their needs and goals.

On a scale of 1-10, how would you rate the past year?
What was a time this past year when you felt like you were at your best
Name 3 things that gave you energy and 3 things that drained
Do you notice any themes or commonalities in what you listed?
What's something you changed your mind about this past year?
Name 3 things you're grateful for this year — work-related or not.
Create a plan: What are some ways y ou can carve out more time to focus on the things that energize you?

Goals and Accomplishments

What do y ou want to do more of in the ne w year ? What will you do less of?
What achievement are you most proud of?
Name something you faced head on and something you shied awa y from.
What do you notice about these things? Why do you think you approached those situations differently?
What was a goal that you followed through on or partially followed through on?
Was there a reason you moved away from these goals? What, if anything, got in your way?
Share an example of a personal risk that you took this year that paid off
How might you apply what you learned from that experience to future situations?
Create a plan: Write out 1-3 goals for yourself in your work this year. For each one, what are 1-2 things that can help you get there?

Personal Learning & Development Questions

What's a new discovery you made this year?
What impact has that discovery had on your day-to-day life and work?
What's a skill you have gained confidence with in the last year?
What was the source of that growth in confidence? Was it internal or external? A shift in your mindset or actions? A combination?
If you could give yourself one piece of advice last year at this time, what would it be?
Why are those themes meaningful to you?
Create your plan: Pick a book, podcast, or course to check out in the ne w year to support you in your daily work.
What's something new you'd like to learn or try in the new year? Name 1-2 ways you can hold yourself accountable to this goal.

Team Learning & Development Reflection Questions

What were your team's top 3 priorities this year?
Do you feel that you w ere spending time on the right things?
Name 3 highlights from the year and 3 lowlights.
What did your team do this past year that had the most meaningful that impact?
What team deliverable are you proud of? Why is it something you're proud of?
Name a noble failure from this past year and what did you learn?
What goals did you make progress on?
What factors (internal or external, day-to-day or big-picture) do you think contributed to that progress or lack thereof?
What's 1 risk your team took together this year that paid off?
How did you decide to take that risk? Why do you think the risk worked so well for your team?
Create a plan: What does your team need to be successful in working towards its goals this year? How can you work together to make sure that happens?
Commit to 2 things you'll do more of as a team and 2 things you'll do less of in the year ahead.

Ways of Working Reflection Questions

What were some notable decisions that happened on your team this year?
Did your team try any new technology tools or processes this past year?
What was our meeting load like this year?
What do you wish had been an email instead?
What team communication channel felt the most valuable this year?
What's one communication channel you'd like to change?
When you have a question about a project, where do you go to get an answer?
What's something you feel like you spend too much time on?
Why do you think the amount of time or effort you spend on that task / activity doesn't feel w orthwhile?
Create a plan: Pick a meeting on your team's calendar that you'd like to make more effective in the new year and outline 1-2 changes you can try to help you get there.
What are 2 areas your team can focus on (communication, meetings, tools, etc.) to improve wa ys of working in the year ahead? How might you build on the momentum of what worked well last year to help you get there?

Relationships & colleagues at work

What's your most enjoyable relationship at work? What about one that causes you stress or concern?
How might your own actions and mindset be affecting those work relationships?
What was something you asked for help in last year and that made you glad you asked?
Share an example of a misunderstanding you had in the past year.
Were you a mentor or mentee to anyone?
How would your teammates describe your collaboration style?
How did you help your teammates achieve their goals? How did you hinder them?
Are there any common threads you're noticing? What might this tell you about your own strengths and opportunities for growth?
What would make you feel more fulfilled in your work relationships?
Create your plan: How will you foster stronger relationships with your colleagues this year?
Commit to 1-3 specific activities you'll do towards this goal.
Name 1 new w ay you can support your teammates in the new year and 1 way they can support you.

Your working style reflection questions

What was a new habit or routine you created that's improved your efficiency at work?
When did you feel most productive? W hat factors (environmental, team, or otherwise) contributed to your productivity ?
How much focus time did you have? W hat pulled you away from focus?
During busy months, how did you choose what to approach?
Name 1 commitment you upheld and 1 that fell through the cracks.
What helped you stand by your commitments?
Describe a time this past year when you felt truly connected to the work
Create your plan: What's 1 thing you could change to find more focus time, balance, or connection to your work in the new year?
With your work style in mind, what do you need to set yourself up for success in the year ahead?

Tips for using the reflection questions

Here are some quick tips to help you set expectations for yourself and your team:

You don’t have to answer everything
Embrace vulnerability and honesty
Go with your gut
Think big and small
Carve out dedicated time
Be gentle with yourself and others

We hope these reflection questions help you arrive at a deeper understanding of what to focus on next to grow as individuals and as a team.

How Range can help with your team building

Range is a team communication tool for check-ins and meeting management. You can reduce meeting load by keeping every team member informed, and easily share your work plans and what you accomplished.

With Range, you’ll free up time and eliminate unnecessary meetings with a balance of asynchronous check-ins and real-time meeting collaboration , including agendas and notes.

Range helps teams connect as people, not just employees, building habits that keep teams effective and engaged.

Create accountability by sharing information and updates across the team
Answer icebreaker questions in async check-ins and in your meetings
Easily track how daily work connects to higher-level goals
Set a goal for metrics, objectives, and KPIs
With hashtags, see all artifacts, updates, and day-to-day progress in one place
Share goal updates with leaders via Slack or email

Start with Range for free and invite your team.

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50+ Reflective Questions for Teachers’ Professional Development

“What the teacher is, is more important than what he teaches.” – Karl Meninger

There is no doubt about the fact that educators play a pivotal role in shaping the minds and futures of their students. As the old adage goes, “Teaching is the one profession that creates all other professions.” So, the job of the teacher doesn’t just end at school but extends far and beyond.

Students carry the lessons they learn from their teachers throughout their lives and to be an effective, efficient teacher is to not just have a deep understanding of the subject matter, but also the ability to engage and empower students.

While the quest for excellence in education is never-ending, it is important for teachers to take time out for self-reflection. Reflective practice allows educators to assess their teaching, identify areas for improvement, and determine ways to ensure professional development.

It allows them to be more self-aware and work towards enhancing the quality of education in the classroom. In this comprehensive guide, we will be dealing with reflective questions for teachers. These thought-provoking inquiries cover topics such as efficient classroom management, and ways of instructing students, and a wide spectrum of teaching-related topics, assessment techniques, and so on.

So, no matter where you are in your professional journey, these questions will help you stay grounded, self-aware, and motivated.

The art of reflection in teaching

Reflection for an educator is a continuous process and it is through this that they gain insights and redefine their teaching strategies. It is not a one-day process or a one-week workshop – it is a way of life. Every once in a while it is important to sit down with your thoughts, ask yourself important questions, understand your strengths and weaknesses, and try to become a better educator.

In a fast-paced world where students are continuously learning new things through various avenues, it becomes important to evaluate what value your teaching methods hold for them. To critically evaluate your teaching and make necessary changes is of utmost importance and becomes a testament to your professional dedication.

Over the next few sections, we will explore a series of reflective questions grouped into key areas of teaching.

1. Classroom Management

The first batch of reflective questions should deal with how teachers handle their classes. Classroom management is the most important aspect of their profession since students can be disruptive or easily distracted.

How do I handle students not learning in my classroom?
How effectively do I maintain a positive and inclusive learning environment?
Do I address the individual needs of my students?
How do I cater to the academically weaker section of my class?
Do I ensure that students learn to work in teams and become team players?
What strategies do I employ to handle disruptive students in class?
How do I handle students failing to answer questions in class?
How do I improve the class’ concentration power and create a disciplined environment, conducive to learning?
Do I understand the nuances of handling a diverse student group and how do I promote cultural sensitivity and consciousness among students?

2. Personal Reflection

Personal reflection allows you to grow as a teacher and as an individual. Here are some questions you must ask yourself:

How do I deal with setbacks in my professional space?
What are my core beliefs as an educator?
How has my passion for my profession evolved over the years?
What are my strengths as a teacher?
Do I have any biases that may affect my teaching or dealings with students?
How do I overcome my biases to treat students with equality and respect?
How do I handle stress and decompress after school?
What role do self-care and personal growth play in my potential as an educator?
How do I handle negative feedback from colleagues and senior educators?
Am I open to negative feedback from students?

3. Goal Setting

Goal setting is an integral part of a teacher’s professional development. It helps the educator establish a clear plan for development and track their progress. Here are some important reflective questions:

What are my long-term career goals in the field of education?
What milestones can I set to track my progress throughout the year?
What are my professional strengths and how can they benefit my students?
Which are the areas of my teaching methodology that I can work on?
What strategies can I use to stay motivated in the face of hardships and setbacks?

4. Teaching Methodology

It is crucial that teachers focus on evaluating their educational approaches and teaching methods and make changes if necessary. These are a few reflective questions teachers must ask themselves to critically evaluate the impact their teaching approach has on students:

How can I modify my teaching methods to cater to a diverse group of students with varying learning potential?
How do I encourage student participation in my teaching?
What resources (such as technology, multimedia, etc.) can I incorporate to enhance my teaching?
What methods can I use to determine student comprehension and response to my teaching?
Am I open to constantly updating my teaching methods to match the latest pedagogical trends?
Do my lesson plans align effectively with the curriculum standards and intended learning objectives?
Do I provide opportunities for students to discuss what I teach and ask questions?
Am I aware of my ethical and moral responsibilities as a teacher, such as promoting mutual respect, empathy, responsible dealings, and honesty among students?
Do I encourage students to approach me with questions, not be afraid of making mistakes, and not be too harsh on themselves?

5. Assessment Handling

Assessments are an integral part of student life but often they serve to test their power to remember instead of their comprehension abilities. As such, it is important to design assessments that are fair, relatively easy to handle, and test a student’s comprehension skills rather than retaining power. Here are some questions you must ask yourself:

How do my assessment methods align with the learning objectives?
How do I design assessment methods that accurately reflect students’ understanding?
How do I communicate my expectations to the students to help them prepare for the assessment accordingly?
How can I help students monitor their own progress?
What ways can I use to mitigate the psychological impact of assessments on students such as anxiety, nervousness, and fear of failure?
How do I ensure that the assessment caters to a diverse group of students and gives each of them the chance to display their understanding of the lessons?
How effective are my feedback and grading practices in supporting the students’ growth?

6. Student Motivation

Improving students’ motivation is essential to help them stay focused and take more interest in what they learn. Here are some self-reflective questions you must ask yourself:

How do I motivate students to ask questions and communicate clearly with me?
Do my teaching strategies keep students engaged and encourage them to learn more independently?
How can I better connect and communicate with disengaged students?
Am I mindful of the role the external environment (family, friends, mental illnesses, etc.) plays in a student’s inability to stay focused?
Are there instances where I can give real-world examples and tasks to keep students engaged?
How do I help students overcome obstacles in their learning journey, hone their problem-solving skills, and help them stay motivated?
How do I create opportunities where students can learn from each other and find ways to help their peers?
How can I help students establish clear learning goals and learn more about effective time management?
How can I teach students the importance of self-reflection ?

7. Parent Engagement

Parents or caretakers play a key role in the child’s life – much more than you do in those eight hours that children stay in your care. Therefore, it is important to involve parents in the child’s progress and ensure that you clearly communicate any questions or conflicts you have with them.

How effectively do I collaborate with parents or guardians to ensure the holistic development of the students?
Did I communicate my conflicts with parents in a constructive manner?
Do I share tips with parents on how to handle their high schoolers better? Does this help?

8. End Term Reflections

The end of the year is the best time to reflect upon students’ performance, the things that went right in the classroom, and the things that might be improved upon from next term. Here are a few end-term reflections for teachers:

What topics did students struggle with the most during the current year?
What topics did students enjoy the most during the year?
Were there times during the year when I felt that I was falling short as a teacher?
What tools did I use during the year for teaching that had a positive impact (e.g.: visual charts, audio-visual elements, etc.)
What teaching resources did I employ and were they helpful for me?
What did I do to relieve stress and stay focused during the school year?

How to motivate yourself?

Teachers, like any other adult, often feel demotivated or lost in their lives and careers. You may lose sight of your long-term goals and may feel dejected. However, it is important to remember that this is just a temporary phase and you can regain your motivation through self-reflection, taking time off work, and focusing on other things that you like.

You can go through TED talks for motivation , talk to your peers, and find new ways of approaching your work. Remember, the role you play in a student’s life is of paramount importance and the kindness you display will certainly find its way back to you.

No matter how good a teacher is at their job, there is always the potential to improve. Personal and professional reflection draws your attention to your teaching habits and makes room for growth.

Students are incredibly perceptive and realize when they are being irrational, irritable, or discriminatory and therefore, it is essential to create an environment that feels safe for young kids.

Through the process of self-reflection, you can learn new techniques of teaching and fresh ways of approaching the curriculum. To become a better teacher, you should be able and willing to engage and motivate the students under your care. This can be best achieved by improving your teaching methods and being mindful of your shortcomings.

Having a 10+ years of experience in teaching little budding learners, I am now working as a soft skills and IELTS trainers. Having spent my share of time with high schoolers, I understand their fears about the future. At the same time, my experience has helped me foster plenty of strategies that can make their 4 years of high school blissful. Furthermore, I have worked intensely on helping these young adults bloom into successful adults by training them for their dream colleges. Through my blogs, I intend to help parents, educators and students in making these years joyful and prosperous.

11 Excellent Post-Webinar Survey Questions

June 16th, 2020 Michael Mayday

Man typing on a laptop. A yellow espresso cup and saucer sits on a table to his left.

In today’s data-conscious age, we all know that it’s critical to gather attendee feedback after your webinars .

Asking the right post -webinar evaluation survey questions will:

1) provide the meaningful engagement data you need to improve the quality and responsiveness of your programs.

2) understand your attendees and deepen the relationships you’ve begun with them.

10 Tips for Creating Great Webinar Content That Drives Engagement

The Best Post-Event Question Examples

Below is a robust, post- event survey used by one of our clients that serves as a great example for a webinar follow-up.

It provides three specific pieces of audience feedback that you can use to make your programs better: their views on the value of the webinar , the knowledge and skills of the speaker(s) and the likelihood that they will recommend your program to colleagues (the ‘net promoter score’). Note that, when it comes to surveys, timing truly is everything. More on that below.

Pick and choose among these, or consider using all:

[Event Name] Feedback

Thank you for attending [Event Name].

Your views on the program are important to us. Please provide feedback on this session by completing this survey.

1. What percentage of the information was new to you?

Select: 100% 75% 50% 25% 0%

2. I can use this session information:

Select: Immediately In 2-6 months In 7-12 months Never

3. Would you like to learn more about this topic?

Select: Yes No

4. Please rate the speaker’s knowledge of the topic:

Select: Excellent Good Fair Poor

5. Please rate the speaker’s presentation skills:

6. Please rate the content of the slides/virtual aids:

7. How accurate was the session description?

8. How did the session compare to your expectations?

9. Overall session evaluation:

[If relevant: Additional comments about the breakout:]

10. How likely are you to recommend this session to a colleague? (with 10 being most likely to recommend)

Select: 0 1 2 3 4 5 6 7 8 9 10

11. Please rate your overall experience:

You can of course ask other webinar feedback questions to gain further insight into the needs and interests of your audience. Keep in mind, though, that longer surveys – those that take more than a few minutes to complete – typically generate fewer responses, so if you’re looking for different feedback you may want to swap out questions rather than tacking on new ones.

Remember: with follow-up surveys, timing is everything

Mention the post-webinar survey — and ask people to fill it in — just after the presentation has concluded, right before you start Q&A.

Your attendees are engaged, they’ve either asked questions and are waiting to hear them answered, or are ready to participate in Q&A. The worst time to first mention a survey is in an email when the webinar concludes. By then, your audience is completely disengaged. Recipe for success: mention the survey at engaged moments in the webinar and send soon after.

Post-Webinar Evaluation Questions to Ask for Written Responses

How could we make the program better?

______________________________

The answers help you identify improvements you could make to your webinars in general and the current presentation in particular.

Takeaways: What was your single biggest takeaway?

____________________________________

Responses to this question will confirm you’re focusing on the right issues and/or identify modifications you might want to make to the substance of your webinar.

Length / pace: The [length / pace] of the webinar was: Too Long/Slow / Just Right / Too Short/Fast

Questions on the length and pace of your program can help you understand how to adjust the delivery of your insight to make the session more relevant and interesting to your audience.

Additional interests: What would you like to see next?

___________________________________

This question is a good one to include because it helps you align your content calendar to the actual interests and needs of your targets.

Reasons for attending: Why did you attend today’s program? Required for job / Interesting Topic / Knowledgeable Presenters / CLE

While it doesn’t need to appear on every survey, this question can help if you’re trying to understand what motivates your audience to sign up for your webinars.

Prior webinars: Have you attended any of our webinars in the past? If so, which ones?

This is a useful question to include when you want to find out how well you’re attracting new participants to your programs.

Your Post-Webinar Survey Checklist

Be ready to ask the right question at the right time. Download our post-webinar survey checklist. Just click here or on the image below.

Open access
Published: 26 August 2024

Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

Elham Nasiri ORCID: orcid.org/0000-0002-0644-1646 1 &
Laleh Khojasteh ORCID: orcid.org/0000-0002-6393-2759 1

BMC Medical Education volume 24 , Article number: 925 ( 2024 ) Cite this article

15 Accesses

Metrics details

This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

Peer Review reports

Introduction

In the field of medical education, the acquisition and application of effective communication skills are crucial for medical students in today’s global healthcare environment [ 1 ]. This necessitates not only strong English language proficiency but also the ability to present complex medical information clearly and concisely to diverse audiences.

Language courses, especially English for Specific Purposes (ESP) courses for medical students, are highly relevant in today’s globalized healthcare environment [ 2 ]. In non-English speaking countries like Iran, these courses are particularly important as they go beyond mere language instruction to include the development of critical thinking, cultural competence, and professional communication skills [ 3 ]. Proficiency in English is crucial for accessing up-to-date research, participating in international conferences, and communicating with patients and colleagues from diverse backgrounds [ 4 ]. Additionally, ESP courses help medical students understand and use medical terminologies accurately, which is essential for reading technical articles, listening to audio presentations, and giving spoken presentations [ 5 ]. In countries where English is not the primary language, ESP courses ensure that medical professionals can stay current with global advancements and collaborate effectively on an international scale [ 6 ]. Furthermore, these courses support students who may seek to practice medicine abroad, enhancing their career opportunities and professional growth [ 7 ].

Moreover, ESP courses enable medical professionals to communicate effectively with international patients, which is crucial in multicultural societies and for medical tourism, ensuring that patient care is not compromised due to language barriers [ 8 ]. Many medical textbooks, journals, and online resources are available primarily in English, and ESP courses equip medical students with the necessary language skills to access and comprehend these resources, ensuring they are well-informed about the latest medical research and practices [ 9 ].

Additionally, many medical professionals from non-English speaking countries aim to take international certification exams, such as the USMLE or PLAB, which are conducted in English, and ESP courses prepare students for these exams by familiarizing them with the medical terminology and language used in these assessments [ 10 ]. ESP courses also contribute to the professional development of medical students by improving their ability to write research papers, case reports, and other academic documents in English, which is essential for publishing in international journals and contributing to global medical knowledge [ 11 ]. In the increasingly interdisciplinary field of healthcare, collaboration with professionals from other countries is common, and ESP courses facilitate effective communication and collaboration with international colleagues, fostering innovation and the exchange of ideas [ 12 ].

With the rise of telemedicine and online medical consultations, proficiency in English is essential for non-English speaking medical professionals to provide remote healthcare services to international patients, and ESP courses prepare students for these modern medical practices [ 13 ].

Finally, ESP courses often include training on cultural competence, which is crucial for understanding and respecting the cultural backgrounds of patients and colleagues, leading to more empathetic and effective patient care and professional interactions [ 14 ]. Many ESP programs for medical students incorporate group presentations as a vital component of their curriculum, recognizing the positive impact on developing these essential skills [ 15 ].

Group projects in language courses, particularly in ESP for medical students, are highly relevant for several reasons. They provide a collaborative environment that mimics real-world professional settings, where healthcare professionals often work in multidisciplinary teams [ 16 ]. These group activities foster not only language skills but also crucial soft skills such as teamwork, leadership, and interpersonal communication, which are essential in medical practice [ 17 ].

The benefits of group projects over individual projects in language learning are significant. Hartono, Mujiyanto [ 18 ] found that group presentation tasks in ESP courses led to higher self-efficacy development compared to individual tasks. Group projects encourage peer learning, where students can learn from each other’s strengths and compensate for individual weaknesses [ 19 ]. They also provide a supportive environment that can reduce anxiety and increase willingness to communicate in the target language [ 20 ]. However, it is important to note that group projects also come with challenges, such as social loafing and unequal contribution, which need to be managed effectively [ 21 ].

Traditional lecture-based teaching methods, while valuable for knowledge acquisition, may not effectively prepare medical students for the interactive and collaborative nature of real-world healthcare settings [ 22 ]. Panel discussions (hereafter PDs), an interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, are particularly relevant in this context. They simulate professional conference discussions and interdisciplinary team meetings, preparing students for future academic and clinical environments where such skills are crucial [ 23 ].

PDs, also known as moderated discussions or moderated panels, are a specific type of interactive format where a group of experts or stakeholders engage in a facilitated conversation on a particular topic or issue [ 22 ]. In this format, a moderator guides the discussion, encourages active participation from all panelists, and fosters a collaborative environment that promotes constructive dialogue and critical thinking [ 24 ]. The goal is to encourage audience engagement and participation, which can be achieved through various strategies such as asking open-ended questions, encouraging counterpoints and counterarguments, and providing opportunities for audience members to pose questions or share their own experiences [ 25 ]. These discussions can take place in-person or online, and can be designed to accommodate diverse audiences and settings [ 26 ].

In this study, PD is considered a speaking activity where medical students are assigned specific roles to play during the simulation, such as a physician, quality improvement specialist, policymaker, or patient advocate. By taking on these roles, students can gain a better understanding of the diverse perspectives and considerations that come into play in real-world healthcare discussions [ 23 ]. Simulating PDs within ESP courses can be a powerful tool for enhancing medical students’ learning outcomes in multiple areas. This approach improves language proficiency, academic skills, and critical thinking abilities, while also enabling students to communicate effectively with diverse stakeholders in the medical field [ 27 , 28 ].

Theoretical framework

The panel discussions in our study are grounded in the concept of authentic assessment (outlined by Villarroel, Bloxham [ 29 ]), which involves designing tasks that mirror real-life situations and problems. In the context of medical education, this approach is particularly relevant as it prepares students for the complex, multidisciplinary nature of healthcare communication. Realism can be achieved through two means: providing a realistic context that describes and delivers a frame for the problem to be solved and creating tasks that are similar to those faced in real and/or professional life [ 30 ]. In our study, the PDs provide a realistic context by simulating scenarios where medical students are required to discuss and present complex medical topics in a professional setting, mirroring the types of interactions they will encounter in their future careers.

The task of participating in PDs also involves cognitive challenge, as students are required to think critically about complex medical topics, analyze information, and communicate their findings effectively. This type of task aims to generate processes of problem-solving, application of knowledge, and decision-making that correspond to the development of cognitive and metacognitive skills [ 23 ]. For medical students, these skills are crucial in developing clinical reasoning and effective patient communication. The PDs encourage students to go beyond the textual reproduction of fragmented and low-order content and move towards understanding, establishing relationships between new ideas and previous knowledge, linking theoretical concepts with everyday experience, deriving conclusions from the analysis of data, and examining both the logic of the arguments present in the theory and its practical scope [ 24 , 25 , 27 ].

Furthermore, the evaluative judgment aspect of our study is critical in helping students develop criteria and standards about what a good performance means in medical communication. This involves students judging their own performance and regulating their own learning [ 31 ]. In the context of panel discussions, students reflect on their own work, compare it with desired standards, and seek feedback from peers and instructors. By doing so, students can develop a sense of what constitutes good performance in medical communication and what areas need improvement [ 32 ]. Boud, Lawson and Thompson [ 33 ] argue that students need to build a precise judgment about the quality of their work and calibrate these judgments in the light of evidence. This skill is particularly important for future medical professionals who will need to continually assess and improve their communication skills throughout their careers.

The theoretical framework presented above highlights the importance of authentic learning experiences in medical education. By drawing on the benefits of group work and panel discussions, university instructor-researchers aimed to provide medical students with a unique opportunity to engage with complex cases and develop their communication and collaboration skills. As noted by Suryanarayana [ 34 ], authentic learning experiences can lead to deeper learning and improved retention. Considering the advantages of group work in promoting collaborative problem-solving and language development, the instructor-researchers designed a panel discussion task that simulates real-world scenarios, where students can work together to analyze complex cases, share knowledge, and present their findings to a simulated audience.

While previous studies have highlighted the benefits of interactive learning experiences and critical thinking skills in medical education, a research gap remains in understanding how medical students perceive the relevance of PDs in ESP courses. This study aims to address this gap by investigating medical students’ perceptions of PD tasks in ESP courses and how these perceptions relate to their language proficiency, critical thinking skills, and ability to communicate effectively with diverse stakeholders in the medical field. This understanding can inform best practices in medical education, contributing to the development of more effective communication skills for future healthcare professionals worldwide [ 23 ]. The research questions guiding this study are:

What are the perceived advantages of PDs from the perspectives of panelists and the audience?

What are the perceived disadvantages of PDs from the perspectives of panelists and the audience?

How can PDs be improved for panelists and the audience based on the insights of ESP instructors?

Methodology

Aim and design.

For this study, a two-phase qualitative design was employed to gain an understanding of the advantages and disadvantages of PDs from the perspectives of both student panelists and the audience (Phase 1) and to acquire an in-depth understanding of the suggested strategies provided by experts to enhance PPs for future students (Phase 2).

Participants and context of the study

This study was conducted in two phases (Fig. 1 ) at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran.

Participants of the study in two phases

In the first phase, the student participants were 46 non-native speakers of English and international students who studied medicine at SUMS. Their demographic characteristics can be seen in Table 1 .

These students were purposefully selected because they were the only SUMS international students who had taken the ESP (English for Specific Purposes) course. The number of international students attending SUMS is indeed limited. Each year, a different batch of international students joins the university. They progress through a sequence of English courses, starting with General English 1 and 2, followed by the ESP course, and concluding with academic writing. At the time of data collection, the students included in the study were the only international students enrolled in the ESP course. This mandatory 3-unit course is designed to enhance their language and communication skills specifically tailored to their profession. As a part of the Medicine major curriculum, this course aims to improve their English language proficiency in areas relevant to medicine, such as understanding medical terminology, comprehending original medicine texts, discussing clinical cases, and communicating with patients, colleagues, and other healthcare professionals.

Throughout the course, students engage in various interactive activities, such as group discussions, role-playing exercises, and case studies, to develop their practical communication skills. In this course, medical students receive four marks out of 20 for their oral presentations, while the remaining marks are allocated to their written midterm and final exams. From the beginning of the course, they are briefed about PDs, and they are shown two YouTube-downloaded videos about PDs at medical conferences, a popular format for discussing and sharing knowledge, research findings, and expert opinions on various medical topics.

For the second phase of the study, a specific group of participants was purposefully selected. This group consisted of three faculty members from SUMS English department who had extensive experience attending numerous conferences at national and international levels, particularly in the medical field, as well as working as translators and interpreters in medical congresses. Over the course of ten years, they also gained considerable experience in PDs. They were invited to discuss strategies helpful for medical students with PDs.

Panel discussion activity design and implementation

When preparing for a PD session, medical students received comprehensive guidance on understanding the roles and responsibilities of each panel member. This guidance was aimed at ensuring that each participant was well-prepared and understood their specific role in the discussion.

Moderators should play a crucial role in steering the conversation. They are responsible for ensuring that all panelists have an opportunity to contribute and that the audience is engaged effectively. Specific tasks include preparing opening remarks, introducing panelists, and crafting transition questions to facilitate smooth topic transitions. The moderators should also manage the time to ensure balanced participation and encourage active audience involvement.

Panelists are expected to be subject matter experts who bring valuable insights and opinions to the discussion. They are advised to conduct thorough research on the topic and prepare concise talking points. Panelists are encouraged to draw from their medical knowledge and relevant experiences, share evidence-based information, and engage with other panelists’ points through active listening and thoughtful responses.

The audience plays an active role in the PDs. They are encouraged to participate by asking questions, sharing relevant experiences, and contributing to the dialogue. To facilitate this, students are advised to take notes during the discussion and think of questions or comments they can contribute during the Q&A segment.

For this special course, medical students were advised to choose topics either from their ESP textbook or consider current medical trends, emerging research, and pressing issues in their field. Examples included breast cancer, COVID-19, and controversies in gene therapy. The selection process involved brainstorming sessions and consultation with the course instructor to ensure relevance and appropriateness.

To accommodate the PD sessions within the course structure, students were allowed to start their PD sessions voluntarily from the second week. However, to maintain a balance between peer-led discussions and regular course content, only one PD was held weekly. This approach enabled the ESP lecturer to deliver comprehensive content while also allowing students to engage in these interactive sessions.

A basic time structure was suggested for each PD (Fig. 2 ):

Time allocation for panel discussion stages in minutes

To ensure the smooth running of the course and maintain momentum, students were informed that they could cancel their PD session only once. In such cases, they were required to notify the lecturer and other students via the class Telegram channel to facilitate rescheduling and minimize disruptions. This provision was essential in promoting a sense of community among students and maintaining the course’s continuity.

Research tools and data collection

The study utilized various tools to gather and analyze data from participants and experts, ensuring a comprehensive understanding of the research topic.

Reflection papers

In Phase 1 of the study, 46 medical students detailed their perceptions of the advantages and disadvantages of panel discussions from dual perspectives: as panelists (presenters) and as audience members (peers).

Participants were given clear instructions and a 45-minute time frame to complete the reflection task. With approximately 80% of the international language students being native English speakers and the rest fluent in English, the researchers deemed this time allocation reasonable. The questions and instructions were straightforward, facilitating quick comprehension. It was estimated that native English speakers would need about 30 min to complete the task, while non-native speakers might require an extra 15 min for clarity and expression. This time frame aimed to allow students to respond thoughtfully without feeling rushed. Additionally, students could request more time if needed.

Focus group discussion

In phase 2 of the study, a focus group discussion was conducted with three expert participants. The purpose of the focus group was to gather insights from expert participants, specifically ESP (English for Specific Purposes) instructors, on how presentation dynamics can be improved for both panelists and the audience.

According to Colton and Covert [ 35 ], focus groups are useful for obtaining detailed input from experts. The appropriate size of a focus group is determined by the study’s scope and available resources [ 36 ]. Morgan [ 37 ] suggests that small focus groups are suitable for complex topics where specialist participants might feel frustrated if not allowed to express themselves fully.

The choice of a focus group over individual interviews was based on several factors. First, the exploratory nature of the study made focus groups ideal for interactive discussions, generating new ideas and in-depth insights [ 36 ]. Second, while focus groups usually involve larger groups, they can effectively accommodate a limited number of experts with extensive knowledge [ 37 ]. Third, the focus group format fostered a more open environment for idea exchange, allowing participants to engage dynamically [ 36 ]. Lastly, conducting a focus group was more time- and resource-efficient than scheduling three separate interviews [ 36 ].

Data analysis

The first phase of the study involved a thorough examination of the data related to the research inquiries using thematic analysis. This method was chosen for its effectiveness in uncovering latent patterns from a bottom-up perspective, facilitating a comprehensive understanding of complex educational phenomena [ 38 ]. The researchers first familiarized themselves with the data by repeatedly reviewing the reflection papers written by the medical students. Next, an initial round of coding was independently conducted to identify significant data segments and generate preliminary codes that reflected the students’ perceptions of the advantages and disadvantages of presentation dynamics PDs from both the presenter and audience viewpoints [ 38 ].

The analysis of the reflection papers began with the two researchers coding a subset of five papers independently, adhering to a structured qualitative coding protocol [ 39 ]. They convened afterward to compare their initial codes and address any discrepancies. Through discussion, they reached an agreement on the codes, which were then analyzed, organized into categories and themes, and the frequency of each code was recorded [ 38 ].

After coding the initial five papers, the researchers continued to code the remaining 41 reflection paper transcripts in batches of ten, meeting after each batch to review their coding, resolve any inconsistencies, and refine the coding framework as needed. This iterative process, characterized by independent coding, joint reviews, and consensus-building, helped the researchers establish a robust and reliable coding approach consistently applied to the complete dataset [ 40 ]. Once all 46 reflection paper transcripts were coded, the researchers conducted a final review and discussion to ensure accurate analysis. They extracted relevant excerpts corresponding to the identified themes and sub-themes from the transcripts to provide detailed explanations and support for their findings [ 38 ]. This multi-step approach of separate initial coding, collaborative review, and frequency analysis enhanced the credibility and transparency of the qualitative data analysis.

To ensure the trustworthiness of the data collected in this study, the researchers adhered to the Guba and Lincoln standards of scientific accuracy in qualitative research, which encompass credibility, confirmability, dependability, and transferability [ 41 ] (Table 2 ).

The analysis of the focus group data obtained from experts followed the same rigorous procedure applied to the student participants’ data. Thematic analysis was employed to examine the experts’ perspectives, maintaining consistency in the analytical approach across both phases of the study. The researchers familiarized themselves with the focus group transcript, conducted independent preliminary coding, and then collaboratively refined the codes. These codes were subsequently organized into categories and themes, with the frequency of each code recorded. The researchers engaged in thorough discussions to ensure agreement on the final themes and sub-themes. Relevant excerpts from the focus group transcript were extracted to provide rich, detailed explanations of each theme, thereby ensuring a comprehensive and accurate analysis of the experts’ insights.

1. What are the advantages of PDs from the perspective of panelists and the audience?

The analysis of the advantages of PDs from the perspectives of both panelists and audience members revealed several key themes and categories. Tables 2 and 3 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table 3 ), the overarching theme was “Personal and Professional Development.” The most frequently reported advantage was knowledge sharing (93.5%), followed closely by increased confidence (91.3%) and the importance of interaction in presentations (91.3%).

Notably, all categories within this theme had at least one code mentioned by over 80% of participants, indicating a broad range of perceived benefits. The category of “Effective teamwork and communication” was particularly prominent, with collaboration (89.1%) and knowledge sharing (93.5%) being among the most frequently cited advantages. This suggests that PDs are perceived as valuable tools for fostering interpersonal skills and collective learning. In the “Language mastery” category, increased confidence (91.3%) and better retention of key concepts (87.0%) were highlighted, indicating that PDs are seen as effective for both language and content learning.

The audience perspective (Table 4 ), encapsulated under the theme “Enriching Learning Experience,” showed similarly high frequencies across all categories.

The most frequently mentioned advantage was exposure to diverse speakers (93.5%), closely followed by the range of topics covered (91.3%) and increased audience interest (91.3%). The “Broadening perspectives” category was particularly rich, with all codes mentioned by over 70% of participants. This suggests that audience members perceive PDs as valuable opportunities for expanding their knowledge and viewpoints. In the “Language practice” category, the opportunity to practice language skills (89.1%) was the most frequently cited advantage, indicating that even as audience members, students perceive significant language learning benefits.

Comparing the two perspectives reveals several interesting patterns:

High overall engagement: Both panelists and audience members reported high frequencies across all categories, suggesting that PDs are perceived as beneficial regardless of the role played.

Language benefits: While panelists emphasized increased confidence (91.3%) and better retention of concepts (87.0%), audience members highlighted opportunities for language practice (89.1%). This indicates that PDs offer complementary language learning benefits for both roles.

Interactive learning: The importance of interaction was highly rated by panelists (91.3%), while increased audience interest was similarly valued by the audience (91.3%). This suggests that PDs are perceived as an engaging, interactive learning method from both perspectives.

Professional development: Panelists uniquely emphasized professional growth aspects such as experiential learning (84.8%) and real-world application (80.4%). These were not directly mirrored in the audience perspective, suggesting that active participation in PDs may offer additional professional development benefits.

Broadening horizons: Both groups highly valued the diversity aspect of PDs. Panelists appreciated diversity and open-mindedness (80.4%), while audience members valued diverse speakers (93.5%) and a range of topics (91.3%).

2. What are the disadvantages of PDs from the perspective of panelists and the audience?

The analysis of the disadvantages of panel discussions (PDs) from the perspectives of both panelists and audience members revealed several key themes and categories. Tables 4 and 5 present the frequency and percentage of responses for each code within these categories.

From the panelists’ perspective (Table 5 ), the theme “Drawbacks of PDs” was divided into two main categories: “Academic Workload Challenges” and “Coordination Challenges.” The most frequently reported disadvantage was long preparation (87.0%), followed by significant practice needed (82.6%) and the time-consuming nature of PDs (80.4%). These findings suggest that the primary concern for panelists is the additional workload that PDs impose on their already demanding academic schedules. The “Coordination Challenges” category, while less prominent than workload issues, still presented significant concerns. Diverse panel skills (78.3%) and finding suitable panelists (73.9%) were the most frequently cited issues in this category, indicating that team dynamics and composition are notable challenges for panelists.

The audience perspective (Table 6 ), encapsulated under the theme “Drawbacks of PDs,” was divided into two main categories: “Time-related Issues” and “Interaction and Engagement Issues.” In the “Time-related Issues” category, the most frequently mentioned disadvantage was the inefficient use of time (65.2%), followed by the perception of PDs as too long and boring (60.9%). Notably, 56.5% of respondents found PDs stressful due to overwhelming workload from other studies, and 52.2% considered them not very useful during exam time. The “Interaction and Engagement Issues” category revealed more diverse concerns. The most frequently mentioned disadvantage was the repetitive format (82.6%), followed by limited engagement with the audience (78.3%) and the perception of PDs as boring (73.9%). The audience also noted issues related to the panelists’ preparation and coordination, such as “Not practiced and natural” (67.4%) and “Coordination and Interaction Issues” (71.7%), suggesting that the challenges faced by panelists directly impact the audience’s experience.

Workload concerns: Both panelists and audience members highlighted time-related issues. For panelists, this manifested as long preparation times (87.0%) and difficulty balancing with other studies (76.1%). For the audience, it appeared as perceptions of inefficient use of time (65.2%) and stress due to overwhelming workload from other studies (56.5%).

Engagement issues: While panelists focused on preparation and coordination challenges, the audience emphasized the quality of the discussion and engagement. This suggests a potential mismatch between the efforts of panelists and the expectations of the audience.

Boredom and repetition: The audience frequently mentioned boredom (73.9%) and repetitive format (82.6%) as issues, which weren’t directly mirrored in the panelists’ responses. This indicates that while panelists may be focused on content preparation, the audience is more concerned with the delivery and variety of the presentation format.

Coordination challenges: Both groups noted coordination issues, but from different perspectives. Panelists struggled with team dynamics and finding suitable co-presenters, while the audience observed these challenges manifesting as unnatural or unpracticed presentations.

Academic pressure: Both groups acknowledged the strain PDs put on their academic lives, with panelists viewing it as a burden (65.2%) and the audience finding it less useful during exam times (52.2%).

3. How can PDs be improved for panelists and the audience from the experts’ point of view?

The presentation of data for this research question differs from the previous two due to the unique nature of the information gathered. Unlike the quantifiable student responses in earlier questions, this data stems from expert opinions and a reflection discussion session, focusing on qualitative recommendations for improvement rather than frequency of responses (Braun & Clarke, 2006). The complexity and interconnectedness of expert suggestions, coupled with the integration of supporting literature, necessitate a more narrative approach (Creswell & Poth, 2018). This format allows for a richer exploration of the context behind each recommendation and its potential implications (Patton, 2015). Furthermore, the exploratory nature of this question, aimed at generating ideas for improvement rather than measuring prevalence of opinions, is better served by a detailed, descriptive presentation (Merriam & Tisdell, 2016). This approach enables a more nuanced understanding of how PDs can be enhanced, aligning closely with the “how” nature of the research question and providing valuable insights for potential implementation (Yin, 2018).

The experts provided several suggestions to address the challenges faced by students in panel discussions (PDs) and improve the experience for both panelists and the audience. Their recommendations focused on six key areas: time management and workload, preparation and skill development, engagement and interactivity, technological integration, collaboration and communication, and institutional support.

To address the issue of time management and heavy workload, one expert suggested teaching students to “ break down the task to tackle the time-consuming nature of panel discussions and balance it with other studies .” This approach aims to help students manage the extensive preparation time required for PDs without compromising their other academic responsibilities. Another expert emphasized “ enhancing medical students’ abilities to prioritize tasks , allocate resources efficiently , and optimize their workflow to achieve their goals effectively .” These skills were seen as crucial not only for PD preparation but also for overall academic success and future professional practice.

Recognizing the challenges of long preparation times and the perception of PDs being burdensome, an expert proposed “ the implementation of interactive training sessions for panelists .” These sessions were suggested to enhance coordination skills and improve the ability of group presenters to engage with the audience effectively. The expert emphasized that such training could help students view PDs as valuable learning experiences rather than additional burdens, potentially increasing their motivation and engagement in the process.

To combat issues of limited engagement and perceived boredom, experts recommended increasing engagement opportunities for the audience through interactive elements like audience participation and group discussions. They suggested that this could transform PDs from passive listening experiences to active learning opportunities. One expert suggested “ optimizing time management and restructuring the format of panel discussions ” to address inefficiency during sessions. This restructuring could involve shorter presentation segments interspersed with interactive elements to maintain audience attention and engagement.

An innovative solution proposed by one expert was “ using ChatGPT to prepare for PDs by streamlining scenario presentation preparation and role allocation. ” The experts collectively discussed the potential of AI to assist medical students in reducing their workload and saving time in preparing scenario presentations and allocating roles in panel discussions. They noted that AI could help generate initial content drafts, suggest role distributions based on individual strengths, and even provide practice questions for panelists, significantly reducing preparation time while maintaining quality.

Two experts emphasized the importance of enhancing collaboration and communication among panelists to address issues related to diverse panel skills and coordination challenges. They suggested establishing clear communication channels and guidelines to improve coordination and ensure a cohesive presentation. This could involve creating structured team roles, setting clear expectations for each panelist, and implementing regular check-ins during the preparation process to ensure all team members are aligned and progressing.

All experts were in agreement that improving PDs would not be possible “ if nothing is done by the university administration to reduce the ESP class size for international students .” They believed that large class sizes in ESP or EFL classes could negatively influence group oral presentations, hindering language development and leading to uneven participation. The experts suggested that smaller class sizes would allow for more individualized attention, increased speaking opportunities for each student, and more effective feedback mechanisms, all of which are crucial for developing strong presentation skills in a second language.

Research question 1: what are the advantages of PDs from the perspective of panelists and the audience?

The results of this study reveal significant advantages of PDs for both panelists and audience members in the context of medical education. These findings align with and expand upon previous research in the field of educational presentations and language learning.

Personal and professional development for panelists

The high frequency of reported benefits in the “Personal and Professional Development” theme for panelists aligns with several previous studies. The emphasis on language mastery, particularly increased confidence (91.3%) and better retention of key concepts (87.0%), supports the findings of Hartono, Mujiyanto [ 42 ], Gedamu and Gezahegn [ 15 ], Li [ 43 ], who all highlighted the importance of language practice in English oral presentations. However, our results show a more comprehensive range of benefits, including professional growth aspects like experiential learning (84.8%) and real-world application (80.4%), which were not as prominently featured in these earlier studies.

Interestingly, our findings partially contrast with Chou [ 44 ] study, which found that while group oral presentations had the greatest influence on improving students’ speaking ability, individual presentations led to more frequent use of metacognitive, retrieval, and rehearsal strategies. Our results suggest that PDs, despite being group activities, still provide significant benefits in these areas, possibly due to the collaborative nature of preparation and the individual responsibility each panelist bears. The high frequency of knowledge sharing (93.5%) and collaboration (89.1%) in our study supports Harris, Jones and Huffman [ 45 ] emphasis on the importance of group dynamics and varied perspectives in educational settings. However, our study provides more quantitative evidence for these benefits in the specific context of PDs.

Enriching learning experience for the audience

The audience perspective in our study reveals a rich learning experience, with high frequencies across all categories. This aligns with Agustina [ 46 ] findings in business English classes, where presentations led to improvements in all four language skills. However, our study extends these findings by demonstrating that even passive participation as an audience member can lead to significant perceived benefits in language practice (89.1%) and broadening perspectives (93.5% for diverse speakers). The high value placed on diverse speakers (93.5%) and range of topics (91.3%) by the audience supports the notion of PDs as a tool for expanding knowledge and viewpoints. This aligns with the concept of situated learning experiences leading to deeper understanding in EFL classes, as suggested by Li [ 43 ] and others [ 18 , 31 ]. However, our study provides more specific evidence for how this occurs in the context of PDs.

Interactive learning and engagement

Both panelists and audience members in our study highly valued the interactive aspects of PDs, with the importance of interaction rated at 91.3% by panelists and increased audience interest at 91.3% by the audience. This strong emphasis on interactivity aligns with Azizi and Farid Khafaga [ 19 ] study on the benefits of dynamic assessment and dialogic learning contexts. However, our study provides more detailed insights into how this interactivity is perceived and valued by both presenters and audience members in PDs.

Professional growth and real-world application

The emphasis on professional growth through PDs, particularly for panelists, supports Li’s [ 43 ] assertion about the power of oral presentations as situated learning experiences. Our findings provide more specific evidence for how PDs contribute to professional development, with high frequencies reported for experiential learning (84.8%) and real-world application (80.4%). This suggests that PDs may be particularly effective in bridging the gap between academic learning and professional practice in medical education.

Research question 2: what are the disadvantages of pds from the perspective of panelists and the audience?

Academic workload challenges for panelists.

The high frequency of reported challenges in the “Academic Workload Challenges” category for panelists aligns with several previous studies in medical education [ 47 , 48 , 49 ]. The emphasis on long preparation (87.0%), significant practice needed (82.6%), and the time-consuming nature of PDs (80.4%) supports the findings of Johnson et al. [ 24 ], who noted that while learners appreciate debate-style journal clubs in health professional education, they require additional time commitment. This is further corroborated by Nowak, Speed and Vuk [ 50 ], who found that intensive learning activities in medical education, while beneficial, can be time-consuming for students.

Perceived value of pds relative to time investment

While a significant portion of the audience (65.2%) perceived PDs as an inefficient use of time, the high frequency of engagement-related concerns (82.6% for repetitive format, 78.3% for limited engagement) suggests that the perceived lack of value may be more closely tied to the quality of the experience rather than just the time investment. This aligns with Dyhrberg O’Neill [ 27 ] findings on debate-based oral exams, where students perceived value despite the time-intensive nature of the activity. However, our results indicate a more pronounced concern about the return on time investment in PDs. This discrepancy might be addressed through innovative approaches to PD design and implementation, such as those proposed by Almazyad et al. [ 22 ], who suggested using AI tools to enhance expert panel discussions and potentially improve efficiency.

Coordination challenges for panelists

The challenges related to coordination in medical education, such as diverse panel skills (78.3%) and finding suitable panelists (73.9%), align with previous research on teamwork in higher education [ 21 ]. Our findings support the concept of the free-rider effect discussed by Hall and Buzwell [ 21 ], who explored reasons for non-contribution in group projects beyond social loafing. This is further elaborated by Mehmood, Memon and Ali [ 51 ], who proposed that individuals may not contribute their fair share due to various factors including poor communication skills or language barriers, which is particularly relevant in medical education where clear communication is crucial [ 52 ]. Comparing our results to other collaborative learning contexts in medical education, Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] measured teamwork competence development in a multidisciplinary project-based learning environment. They found that while teamwork skills improved over time, initial coordination challenges were significant. This aligns with our findings on the difficulties of coordinating diverse panel skills and opinions in medical education settings.

Our results also resonate with Chou’s [ 44 ] study comparing group and individual oral presentations, which found that group presenters often had a limited understanding of the overall content. This is supported by Wilson, Ho and Brookes [ 54 ], who examined student perceptions of teamwork in undergraduate science degrees, highlighting the challenges and benefits of collaborative work, which are equally applicable in medical education [ 52 ].

Quality of discussions and perception for the audience

The audience perspective in our study reveals significant concerns about the quality and engagement of PDs in medical education. The high frequency of issues such as repetitive format (82.6%) and limited engagement with the audience (78.3%) aligns with Parmar and Bickmore [ 55 ] findings on the importance of addressing individual audience members and gathering feedback. This is further supported by Nurakhir et al. [ 25 ], who explored students’ views on classroom debates as a strategy to enhance critical thinking and oral communication skills in nursing education, which shares similarities with medical education. Comparing our results to other interactive learning methods in medical education, Jones et al. [ 26 ] reviewed the use of journal clubs and book clubs in pharmacy education. They found that while these methods enhanced engagement, they also faced challenges in maintaining student interest over time, similar to the boredom issues reported in our study of PDs in medical education. The perception of PDs as boring (73.9%) and not very useful during exam time (52.2%) supports previous research on the stress and pressure experienced by medical students [ 48 , 49 ]. Grieve et al. [ 20 ] specifically examined student fears of oral presentations and public speaking in higher education, which provides context for the anxiety and disengagement observed in our study of medical education. Interestingly, Bhuvaneshwari et al. [ 23 ] found positive impacts of panel discussions in educating medical students on specific modules. This contrasts with our findings and suggests that the effectiveness of PDs in medical education may vary depending on the specific context and implementation.

Comparative analysis and future directions

Our study provides a unique comparative analysis of the challenges faced by both panelists and audience members in medical education. The alignment of concerns around workload and time management between the two groups suggests that these are overarching issues in the implementation of PDs in medical curricula. This is consistent with the findings of Pasandín et al. [ 56 ], who examined cooperative oral presentations in higher education and their impact on both technical and soft skills, which are crucial in medical education [ 52 ]. The mismatch between panelist efforts and audience expectations revealed in our study is a novel finding that warrants further investigation in medical education. This disparity could be related to the self-efficacy beliefs of presenters, as explored by Gedamu and Gezahegn [ 15 ] in their study of TEFL trainees’ attitudes towards academic oral presentations, which may have parallels in medical education. Looking forward, innovative approaches could address some of the challenges identified in medical education. Almazyad et al. [ 22 ] proposed using AI tools like ChatGPT to enhance expert panel discussions in pediatric palliative care, which could potentially address some of the preparation and engagement issues identified in our study of medical education. Additionally, Ragupathi and Lee [ 57 ] discussed the role of rubrics in higher education, which could provide clearer expectations and feedback for both panelists and audience members in PDs within medical education.

Research question 3: how can PDs be improved for panelists and the audience from the experts’ point of view?

The expert suggestions for improving PDs address several key challenges identified in previous research on academic presentations and student workload management. These recommendations align with current trends in educational technology and pedagogical approaches, while also considering the unique needs of medical students.

The emphasis on time management and workload reduction strategies echoes findings from previous studies on medical student stress and academic performance. Nowak, Speed and Vuk [ 50 ] found that medical students often struggle with the fast-paced nature of their courses, which can lead to reduced motivation and superficial learning approaches. The experts’ suggestions for task breakdown and prioritization align with Rabbi and Islam [ 58 ] recommendations for reducing workload stress through effective assignment prioritization. Additionally, Popa et al. [ 59 ] highlight the importance of acceptance and planning in stress management for medical students, supporting the experts’ focus on these areas.

The proposed implementation of interactive training sessions for panelists addresses the need for enhanced presentation skills in professional contexts, a concern highlighted by several researchers [ 17 , 60 ]. This aligns with Grieve et al. [ 20 ] findings on student fears of oral presentations and public speaking in higher education, emphasizing the need for targeted training. The focus on interactive elements and audience engagement also reflects current trends in active learning pedagogies, as demonstrated by Pasandín et al. [ 56 ] in their study on cooperative oral presentations in engineering education.

The innovative suggestion to use AI tools like ChatGPT for PD preparation represents a novel approach to leveraging technology in education. This aligns with recent research on the potential of AI in scientific research, such as the study by Almazyad et al. [ 22 ], which highlighted the benefits of AI in supporting various educational tasks. However, it is important to consider potential ethical implications and ensure that AI use complements rather than replaces critical thinking and creativity.

The experts’ emphasis on enhancing collaboration and communication among panelists addresses issues identified in previous research on teamwork in higher education. Rodríguez-Sedano, Conde and Fernández-Llamas [ 53 ] noted the importance of measuring teamwork competence development in project-based learning environments. The suggested strategies for improving coordination align with best practices in collaborative learning, as demonstrated by Romero-Yesa et al. [ 61 ] in their qualitative assessment of challenge-based learning and teamwork in electronics programs.

The unanimous agreement on the need to reduce ESP class sizes for international students reflects ongoing concerns about the impact of large classes on language learning and student engagement. This aligns with research by Li [ 3 ] on issues in developing EFL learners’ oral English communication skills. Bosco et al. [ 62 ] further highlight the challenges of teaching and learning ESP in mixed classes, supporting the experts’ recommendation for smaller class sizes. Qiao, Xu and bin Ahmad [ 63 ] also emphasize the implementation challenges for ESP formative assessment in large classes, further justifying the need for reduced class sizes.

These expert recommendations provide a comprehensive approach to improving PDs, addressing not only the immediate challenges of preparation and delivery but also broader issues of student engagement, workload management, and institutional support. By implementing these suggestions, universities could potentially transform PDs from perceived burdens into valuable learning experiences that enhance both academic and professional skills. This aligns with Kho and Ting [ 64 ] systematic review on overcoming oral presentation anxiety among tertiary ESL/EFL students, which emphasizes the importance of addressing both challenges and strategies in improving presentation skills.

This study has shed light on the complex challenges associated with PDs in medical education, revealing a nuanced interplay between the experiences of panelists and audience members. The findings underscore the need for a holistic approach to implementing PDs that addresses both the academic workload concerns and the quality of engagement.

Our findings both support and extend previous research on the challenges of oral presentations and group work in medical education settings. The high frequencies of perceived challenges across multiple categories for both panelists and audience members suggest that while PDs may offer benefits, they also present significant obstacles that need to be addressed in medical education. These results highlight the need for careful consideration in the implementation of PDs in medical education, with particular attention to workload management, coordination strategies, and audience engagement techniques. Future research could focus on developing and testing interventions to mitigate these challenges while preserving the potential benefits of PDs in medical education.

Moving forward, medical educators should consider innovative approaches to mitigate these challenges. This may include:

Integrating time management and stress coping strategies into the PD preparation process [ 59 ].

Exploring the use of AI tools to streamline preparation and enhance engagement [ 22 ].

Developing clear rubrics and expectations for both panelists and audience members [ 57 ].

Incorporating interactive elements to maintain audience interest and participation [ 25 ].

Limitations and future research

One limitation of this study is that it focused on a specific population of medical students, which may limit the generalizability of the findings to other student populations. Additionally, the study relied on self-report data from panelists and audience members, which may introduce bias and affect the validity of the results. Future research could explore the effectiveness of PDs in different educational contexts and student populations to provide a more comprehensive understanding of the benefits and challenges of panel discussions.

Future research should focus on evaluating the effectiveness of these interventions and exploring how PDs can be tailored to the unique demands of medical education. By addressing the identified challenges, PDs have the potential to become a more valuable and engaging component of medical curricula, fostering both academic and professional development. Ultimately, the goal should be to transform PDs from perceived burdens into opportunities for meaningful learning and skill development, aligning with the evolving needs of medical education in the 21st century.

Future research could also examine the long-term impact of PDs on panelists’ language skills, teamwork, and communication abilities. Additionally, exploring the effectiveness of different training methods and tools, such as AI technology, in improving coordination skills and reducing workload stress for panelists could provide valuable insights for educators and administrators. Further research could also investigate the role of class size and audience engagement in enhancing the overall effectiveness of PDs in higher education settings. By addressing these gaps in the literature, future research can contribute to the ongoing development and improvement of PDs as a valuable learning tool for students in higher education.

However, it is important to note that implementing these changes may require significant institutional resources and a shift in pedagogical approaches. Future research could focus on piloting these recommendations and evaluating their effectiveness in improving student outcomes and experiences with PDs.

Data availability

We confirm that the data supporting the findings are available within this article. Raw data supporting this study’s findings are available from the corresponding author, upon request.

Abbreviations

Artificial Intelligence

English as a Foreign Language

English for Specific Purposes

Panel Discussion

Shiraz University of Medical Sciences

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L.KH was involved in writing the proposal, reviewing the text, analyzing the data, and writing the manuscript. E. N was involvedin designing the research and collecting and analyzing the data. Both authors have reviewed and approved the final version of the manuscript.

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Nasiri, E., Khojasteh, L. Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research. BMC Med Educ 24 , 925 (2024). https://doi.org/10.1186/s12909-024-05911-3

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Received : 08 May 2024

Accepted : 14 August 2024

Published : 26 August 2024

DOI : https://doi.org/10.1186/s12909-024-05911-3

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Reflection Questions

Aug 16, 2024

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Explore a thriller film engaging with societal challenges like kidnapping, keeping audiences captivated and questioning conventions. Discover production evolution and technology integration for this project.

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thriller genre
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Reflection Questions By: Stephanie Burgos AICE Media Studies

How does you’re product use or challenge conventions and how does it represent social groups issues? • Part 1: Our film is a thriller genre, which means that it will give the audience a felling of suspense, surprise and anticipation which is what the film will do. The quick cuts of different clips will have the audience wonder what is going on, and then the sudden cut from light to darkness will draw up suspense that the audience would have never seen coming. • Part 2 The film represents social issues, like kidnapping and keeping people hostage. Many cases nowadays have involved kidnappings from people who appear to be the “normal, harmless,” but sadly turn out to be people with mental issues and seek to kidnap and torture others, which is not morally correct. For example, the Ariel Castro kidnappings of three women for eleven years. No one suspected him because he seemed like a “regular, normal,” person.

How does your project engage with audiences and how would it be distributed as a real media text? • Part 1: Audiences will be engaged throughout the opening film because it does not give too much away. The audience will only know what the main character does to appear normal, which will make the audience pay attention since it’s a set of clips that get faster as time goes on. But near the end of the opening film, it proceeds to take a turn of events as someone is held captive. The audience will begin to wonder, “how did she get there? Why is he doing this? How will she get out?” This will all keep the audience engaged and wanting more. Also the sudden ending of the blindfold covering the screen will have the audience engaged to the point that they will be upset that its over because it makes it seem like the audience is being blindfolded. • Part 2: The film would make it to the movie theaters by first starting off with the production, having filming scripts and actors with directors to get the movie rolling. It would be distributed by having advertisements on television displaying the trailer, also playing the audio of the trailer on radio stations and having a picture of the movie title on magazines and newspapers would get the word out that the movie is coming out. It would be marketed by having the movie as a video game or also as a ride at a theme park like Universal Studios. People would be able to watch the movie in theaters, or after some time on Netflix or on DVD at stores like Walmart and Target.

How did your production skills develop throughout this project? • Since the beginning of the research, planning and editing I have grown to be an innovative filmmaker. In the beginning, I had a shaky hand while filming. Since I cannot change the way that my hands move, I have learned to come up with ways to film without the camera shaking. For example, using an electronic wheelchair so that everything would run smoothly. I have also learned how to work the zooming options and controlling the auto-focus that can easily ruin a good clip. I know that throughout this whole process I liked being able to be in charge of the camera and having control of when a person begins acting. But what I do dislike is the scheduling of when filming would take place. Some days people had other things to do and some days no one felt like filming at all which can get frustrating when one wants to get things done. But that is the reality of working with others. I know for a fact that this is not a career that I would want to pursue but maybe as a hobby. I feel as though that this career choice would take a lot of start-up money and time that many people do not have nowadays. I know that it has been a long journey for me as a filmmaker from knowing nothing about a filming camera to now being able to film an opening sequence for a film. I never thought that I would be able to do it, but it turns out that I can, and anyone can.

How did you integrate technologies – software, hardware and online – in this project? • Many forms of technology was used to make the film. I used a filming camera to get the actual footage that we needed. There was also the use of Pinnacle editing software to edit the clips so that everything would flow together. If there was no editing software, the film would not be two minutes, clips would be in random order and overall the video would look a mess. I know that the use of editing, which is a form of technology, helped greatly with the project like learning about the different transitions. Also with the knowledge of cutting out certain audio and adding in new audio helped with audio that did not make the cut or needed to be altered. Something as miniature as a USB cable also came in handy with the project because it helped get the clips that we needed for the film onto the computer so that we were able to edit. Without technology, none of this would have been possible.

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