session 1 public speaking

8/17/2019 Session 1 Public Speaking

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ELPS 430 Curriculum in Higher Education Loyola University Chicago

Experiential Learning Project emplate

ELPS 430 Group Leader: Adessa Kiryakos

ELPS 430 Group Members: Rebecca DeRose, Angeline Jones, Adessa Kiryakos, Joliana Yee

SESSION 1: PUBLIC SPEAKING

Learnn! Ou"#omes (based on Fink’s Taxonomy)

Foundational Knoledge

! "tudents ill be able to identi#y t$e core com%onents o# a s%eec$&

A%%lication

! "tudents ill be able to articulate organi'ed t$oug$ts&

ntegration

! "tudents ill be able to com%are t$e elements #rom e##ectie %ublic s%eaking to ine##ectie

%ublic s%eaking&

*uman Dimension

! "tudents ill be able to increase t$eir sel#+con#idence as a %ublic s%eaker&! "tudents ill be able to encourage ot$ers to im%roe t$eir on %ublic s%eaking skills&

aring

! "tudents ill be able to alue %ublic s%eaking as an im%ortant %ro#essional skill

-earning $o to learn

! "tudents ill be able to identi#y ays to continue im%roing t$eir %ublic s%eaking skills&

Assessmen" A#"$"es

! FDe-ity .odel/ immediate #eedback in grou% discussions

0 1About .e2 s%eec$es assessed t$roug$ %eer+to+%eer #eedback to a%%ly, synt$esi'e, and integrate

t$e #oundational knoledge t$at includes com%onents o# e##ectie %ublic s%eaking&

0 13rou% Debrie#2 ill also $el% students integrate, synt$esi'e, re#lect on t$e $uman dimension,deelo% caring, and discuss $o to continue learning&

Learnn! A#"$"es

4& TedTalk 5ideo/ #oundational knoledge


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6& 7artner s%eec$es8"tudents ill %air o## and %roide a brie# 9 minute 1About me2 s%eec$ using

t$e 1core com%onents2 o# a good s%eec$8intro (%reie your %oints : main idea), body (tell

t$em using exam%les), conclusion (summari'e %oints : action ste% i# necessary);& 3rou% brainstorm $o to better skills and $ere to go #or more resources&

Bud!e" re%ured &' an() erie o# $o to %re%are an im%rom%tu s%eec$&6& 7air o## into grou%s o# to

;& Eac$ s%eec$ s$ould be about 9 minutes (students can time eac$ ot$er it$ t$eir %$one or clock in

t$e room i# one is aailable)G& mmediately #ollo it$ Feedback

ii& nstructions #or $el%#ul %eer+to+%eer #eedback (6 minutes)

4& To as%ects o# t$e s%eec$ t$at ere %ositie&6& >ne as%ect o# t$e s%eec$ to im%roe on&

iii& "tudents in grou%s %er#orming actiity& (49 minutes)

i& 3rou% debrie# o# t$e exercise (4 minutes)& onclusion (9 minutes)

a& ?ra%+u% and debrie#&

+esour#es or ar"'a#"s needed 'or *esson p*an (e&g&, links, etc&)

om%uter

7roHector="creen to %lay ideos5ideo -inks

4& Kelly .c3onigal/ *o to make stress your #riend $tt%s/==&youtube&com=atc$B

CRc3y5TAoE

Conne#"on "o In"e!ra"ed Course ,es!n &IC,) Mode* (brie# narratie $o t$is lesson %lanrelates to t$e D)

T$e tele+ste% design model by Fink (64;) as re#erenced to create t$is course& First,

reieed t$e situational #actors t$at create t$e learning context& T$e learners in t$is case are

https://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEUhttps://www.youtube.com/watch?v=RcGyVTAoXEU


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undergraduate students $o are orking on deelo%ing so#t %ro#essional skills in an 9 minute

orientation orks$o%& T$ere#ore my oerall goal o# t$e session as to %roide tangible and

immediately a%%licable knoledge and skills #or %ublic s%eaking&

T$e next ste% as to create learning outcomes& T$e more essential domains considered to

deelo% %ublic s%eaking com%etencies ere #oundational knoledge, a%%lication, integration,and t$e $uman dimension& T$is is because t$ere are #undamental elements o# an e##ectie s%eec$,

re%etition t$roug$ a%%lication o# t$e knoledge, and #eedback #rom %eers to reise and im%roe

skills&

"ince time it$ students is limited, anted to use #eer actiities t$at ranged multi%le learning

outcomes& T$is is because %racticing %ublic s%eaking and #eedback are to essential com%onents

#or im%roement o# skills& T$ere#ore, maximi'ing time #or bot$ in t$e session as im%ortant to

me& *andouts are also %roided #or students on t$e im%ortant #oundational knoledge elements&

T$is is so t$ey can go back and re#erence in#ormation and use it later on&

T$e assessment com%onent o# t$is session is in grou% discussions and using t$e %eer+to+%eer

#eedback rubric& T$is ay time can be maximi'ed by alloing collaboration #or students

construction o# knoledge and alloing immediate #eedback o# a%%lying t$e %ublic s%eaking

skills&

n constructing t$e %ublic s%eaking session learned $o to modi#y Fink’s model to #it a

s%eci#ied time #rame and to%ic& t made me slim don to t$e essentials and t$ink about $o to

maximi'e learning it$in class actiities& For exam%le, $o can one actiity s%an multi%le

learning outcomesB Also t$e to%ic o# %ublic s%eaking lends itsel# to being interactie& T$is made

constructing t$e learning actiities a lot more #un&

Fink, -& D& (64;)& reating "igni#icant -earning Ex%eriencesI An ntegrated A%%roac$ to

Designing ollege ourses& "an Francisco/ Jossey+ass&

session 1 public speaking

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