1 - Start ~4 mins
Your package is ready. Today you present the project itself: what it is, why you made the choices you did, and what your research log shows about how you got there.
Your audience will ask process questions, not just whether they liked it. By the end you will have presented once and practised asking one sharp process question of someone else.
2 - Examine and Discuss ~8 mins
With a partner, turn one weak question into a process question.
Weak: Is this good?
Stronger: Which checklist check decided whether you kept that source?
Say your stronger version to your partner once, then look together at the three beats you will use when you present:
- What it is: topic, format, audience
- Why those choices: two decisions you made on purpose
- What the log shows: research, a change of plan, or honest notes about tools
Process questions help the presenter show their learning. Opinion questions sound like Did you like it? Process questions sound like How did you decide that source was reliable?
3 - Hands-on: Present and Question ~22 mins
Present your Student Project to a group of three, then take process questions before the next person starts. Keep it tight and stick to process, not a sales pitch.
- Form groups of three. Agree an order. Your teacher will put a rotating timer on the board.
- Each student has about four minutes total. Use roughly 2.5 minutes to present. Then take about 1.5 minutes for the two listeners' process questions. Stop and hand over.
- When it is your turn, open your piece and your research log. Cover, in your own words:
- what the project is (topic, format, audience)
- why you made two important choices
- what the research log shows about how you got there (sources checked, a change of plan, any AI help noted honestly)
- When each person finishes presenting, listeners each ask one process question before the next presenter starts. Use the stems on the board, for example:
- How did you decide … was reliable enough to keep?
- What does your log show about a choice you changed?
- How did you handle consent, credit, or AI help on this part?
- What would you do differently in the research stage next time?
- The presenter answers from the work and the log, not with a guess. I do not know yet is an honest answer if the evidence is not there.
- Listeners avoid pure opinion (I loved the colours) unless they tie it to a process point (The colour choice supports your stated audience because…).
- If part of your package is incomplete, say so briefly and present what is solid rather than inventing a finished story.
Before you finish, check: each student presented once with the piece and log open; each student asked one process question; each student answered one process question.
If your group finishes early, a second process question per presenter is a useful extension, not a requirement.
4 - Make Sense ~3 mins
Pull the room back together. A presentation of this project is not a performance of a perfect product. It is evidence that you can explain your thinking: what you made, why you chose that path, and how the research log proves the work behind it.
Process questions matter because they test the same habits the course has built: evaluating sources, crediting fairly, respecting consent, and being honest about tools you used. If a question was hard to answer, that often points to a gap still worth fixing before final submission, not to a failed presentation.
5 - Reflect ~2 mins
Think about
- Which process question was hardest to answer about your own project, and what does that tell you still needs to be clearer in your log or piece?
- If you presented again tomorrow, which one choice would you explain more carefully, and why?
Unlock the full learning experience
You're previewing this lesson. Get full access to this lesson and hundreds more — each one ready to teach, with interactive activities, printable resources and pupil progress tracking built in.
This lesson is copyright of Coding Ireland 2017 - 2025. Unauthorised use, copying or distribution is not allowed.