In this exercise students explore how to identify their own focus points for a pitch and how to use visual support for the pitch, and they train their delivery of a good pitch. The students must support each other’s learning processes by providing feedforward for a pitch they are preparing individually.
The purpose of the exercise is to give the students an opportunity to train the pitching genre and their ability to deliver a clear-cut oral pitch. It is also a collaboration exercise in which the students explore their own learning process as well as that of their fellow students. In the exercise they may draw on each other to improve their preparation of the pitch. Moreover, they can use their knowledge and competences from the pitch in many other academic and work-related contexts – for instance in presentations, exams and job interviews.
You as a teacher must ask the students in advance to prepare a pitch on a topic that is academically relevant, e.g. a solution from their business collaboration, main points from a syllabus theme, academic objectives from the course, or a completely different topic. Make the purpose and the content of the pitch clear when setting the assignment for the students.
NB: In writing, a pitch lasting 60 seconds consists of approximately 900 characters – so it should be cut to the bone!
Divide the students into groups of two to four students and ask them to begin by presenting their pitches to each other.
The students spend five to ten minutes completing the feedforward sheet (handout 1). They then explain what they wrote in the sheet to the other group members. Each student must be the main opponent to another member of the group, but other members may also chip in with their input – so they should all fill in their sheets. The student giving feedforward must try to attach concrete examples to what worked well and what might need to be adjusted a bit. The remaining group members may give their comments at the end. Remind your students that they should encourage and support each other!
The students then continue their work on their pitches on the basis of the other students’ feedforward. Consider if they should present their completed pitches for the group again or in class.
