Mini-proyecto con Genially

 

1) Overview
This mini-project was designed for adult vocational learners working in groups of 2–3. The main aims were: (1) speaking practice, (2) improving presentation skills, and (3) encouraging active listening through audience interaction.

2) Staging of the activities

Stage 1 – Set-up (10 min)

• Explain goals: speaking + presentation skills + active listening.

• Show a mini-model: 1 slide + 30 seconds.

• Create groups (2–3) and assign roles: Speaker 1, Speaker 2, Designer/Timekeeper (rotating).

Stage 2 – Choose topic + audience hook (10–15 min)

• Each group chooses a topic (from a short list).

• They must write: 1 hook (question/statistic/short story) + 2 audience questions.

Stage 3 – Research & select content (20–30 min)

• Provide 1–2 short texts/videos (teacher-selected).

• Groups select only 3 key points + 5–8 keywords.

Stage 4 – Script & language support (20 min)

• Give a small handout with useful phrases:

  • opening, signposting, asking questions, closing.

• Groups write a short script + decide body language/realia.

Stage 5 – Build Genially (30–40 min)

• 4–6 slides max.

• Rule: no paragraphs, only keywords + visuals.

Stage 6 – Rehearsal (15–20 min)

• 1 rehearsal with timer.

• Peer feedback checklist (active listening): clarity, pace, eye contact, audience involvement.

Stage 7 – Presentations (in class)

• Each group presents 3–4 minutes + 1 minute Q&A.

• Audience task: “Two Stars and a Wish” (2 positives + 1 suggestion).

Stage 8 – Co-evaluation + reflection (10 min)

• Quick self-evaluation + group evaluation using the same rubric.

3) Grouping and timing decisions
I organised students in mixed-ability groups of 2–3 to ensure peer support and balanced participation. I kept groups small to maximise speaking time and reduce “passive roles”. Timings were set with short deadlines to maintain focus and avoid over-preparation.

4) Additional materials used

• Project planner (roles, timeline, tasks)

• Language support sheet link topics

• Peer feedback checklist (“Two Stars and a Wish” + active listening questions)

5) Links to student projects (Genially)

• Project 1: genially link

6) Evidence of presentations

7) Reflection: How Genially optimised the learning experience
Genially helped students organise ideas visually and reduced the temptation to read full sentences. Because slides contained keywords and images, students had to speak more naturally. The tool also supported planning and teamwork, since students negotiated what to include and how to present it. Active listening improved because each presentation included audience questions and a short Q&A, which made listening purposeful.
Next time, I would (a) provide an even clearer model presentation, (b) dedicate more time to rehearsal, and (c) train students in how to ask better follow-up questions during Q&A.

To encourage active listening and meaningful interaction, I used a peer feedback strategy called “Two Stars and a Wish.” After each presentation, the audience identified two positive aspects of the presentation and one suggestion for improvement. This approach helped students focus on the strengths of their classmates’ work while also learning to give constructive and respectful feedback.

In addition, students answered active listening questions, such as identifying the main idea of the presentation or asking a question to the presenters. This ensured that the audience remained attentive and engaged throughout the activity.

I noticed that this strategy increased student participation and helped create a supportive learning environment. Students were more attentive because they knew they would have to comment on the presentation afterwards. It also encouraged reflection on important presentation skills such as clarity, organisation, body language, and interaction with the audience. Students used a simple project planner including roles, timeline and tasks. This planner helped them organise the project step by step, distribute responsibilities within the group and prepare their Genially presentations more efficiently.

Overall, this activity helped transform listening into an active process and reinforced the communicative goals of the project.