PechaKucha has become quite a popular presentation format, perhaps coming in just under TED’s level of infamy. Like TED, there are a number of “PechaKucha Nights” popping up in cities and at universities around the world. It has enjoyed this rise in status for good reason: people like the brevity, the visual appeal, and the informality.
PechaKuchas are typically 6 minute 40 second presentations consisting of 20 slides (or images) displayed for 20 seconds each. Each slide automatically advances until the end, ensuring a presentation that is fast-paced, information dense, and has an end in sight. This model means that a number of speakers can present in a relatively short period of time.
PechaKucha makes a great presentation tool for the English language classroom. The goal of this blog post is to detail some of these reasons and show how PechaKucha can be adapted for almost any context. My own project examples will also be given at the end.
1. They Are Short
30-minute group presentations are great in theory: students can share a lot of information and display in-depth research on important topics. But, how many can you fit in one class? In one week? In one term? PechaKuchas will never be as thorough as the long-form presentation, but for typical class sizes (10 or more) they can be fit easily into 1 or 2 50-minute periods, especially if they are modified.
The short time of PechaKuchas has a number of benefits. First, it means you can fit many presentations into a single day or two, even building in a period of Q&A that still doesn’t tack on too much in terms of time. Second, because you can do so much in so little time, you can give students multiple chances over a term or semester to give presentations. That is, you can give them multiple chances to hone their presentation skills. The long-form group presentation, or even the 10-minute individual presentation, does not usually allow for this. Third, you are working to the audience’s attention span. Paying attention is hard. Paying attention in a second language is even harder. There is a place and time to have an intense focus, but perhaps presentations are not the best, especially if the presenters are struggling or they did not follow directions completely (i.e. its their first presentation ever). The PechaKucha model allows students in the audience to have sustained but relatively short focus – a kind of practiced or scaffolded exercise in paying attention. And, given that the model is visual, somewhat informal, and is more conducive to speaking rather than “reading” a presentation, the PechaKucha presentation itself is usually more enjoyable to watch.
The typical PechaKucha is a 20×20 6:40 presentation. However, as you will see below, this can easily be modified into a 10×20 3:30 presentation (for larger classes) or even a 5×30. Really, any combination of times and slides could work so long as the presentation stays true to the principle of PechaKucha.
2. They are Visual and Text-Averse
PechaKuchas appeal to audiences because they are extremely visual. A single slide usually consists of one or two images, and, not text walls – no long blocks of text that the speaker then reads to the audience. Each slide’s visual can either serve as background support for the speaker or can be directly referred to by the speaker. Plus this type of minimalist structure is often considered a good design principle for presentations, namely because it puts the focus on the speaker.
4. They Require Practice
Because students cannot rely on the text on the screen, they must put greater emphasis on practicing their presentation, memorizing their presentation, and/or preparing notes. Timing here is also important. Because the slides automatically advance, students need to make sure their information is timed correctly. Therefore, they need to practice. Increased practice means increased speaking (in private or public, to one’s self or their friends), which hopefully means increase in fluency. This format moves students away from “reading a presentation” (from a script or from slides) to speaking more naturally.
5. They Promote “Skills”
PechaKuchas do not sacrifice skills for time. Discourse markers used during formal presentations can also be used during PechaKuchas. Warming up an audience, introducing topic, background, shifting topics, exemplification, definition, explanation – all of these moves and their rhetorical phrases can still be included. While PechaKuchas cannot allow for the long-form exposition or for in-depth explanations of background, research methods, stats, or analysis, they do offer something longer presentation formats do not: conciseness. For a successful PechaKucha, students need to be able to explain complex ideas or details in a compact way. They need to get to the point, and quick. This is a skill that is useful inside and outside the classroom, for almost any context!
6. They Can be Modified
As I mentioned above, PechaKuchas can be modified. Here are a few examples of modified PechaKuchas I have recently used:
10×20 PechaKucha (3:30)
After watching a model PechaKucha and explaining the traditional PechaKucha format, students were given the following instructions:
|| 10×20 PechaKucha (3:30)
Students did a final presentation based on an interesting topic and their own survey research. I gave them an example presentation outline that could help them structure their PechaKucha:
There was a 3-minute period of question and answer afterwards. This presentation took two classes (two days)
I also took the opportunity to go over more “presentation phrases” that we had learned from listening to lectures and TED talks.
|| 5 slide PechaKucha (2:40)
Students used this as part of the extensive reading program. They have read various books all term and ended with a presentation on their favorite book.
This was a highly structured and short PechaKucha due to the limited class time and the limited time during the week to do it. However, students worked hard and employed a number of skills we had worked on for reading, namely summarization and evaluation.
I’m not disparaging the long-form presentation. There is certainly a place for that, especially in EAP. I am, however, trying to stress that PechaKucha – in its original or modified forms – may be more appropriate or more effective in certain contexts.
Of course, maybe you already do something like this in your class.You don’t need to call it a PechaKucha (in fact, for the last example above, I didn’t). The basic principles of being brief and having only visuals is common sense and hopefully common place. For those looking for a new way to do presentation, or some ideas on how to adapt their current projects, its my hope that the principles of PechaKucha inspire greater presentations for the sake of the student….and for the sake of the audience who has to listen to that student (the teacher included).