Comprehensive Assessment Tracking System

Form for Developing Speaking Skills by Watching Classmates Speak

Contributors: 
BEN2147625's picture
Benjamin Walton
Rating: 
5
Average: 5 (2 votes)
Monday, August 15, 2016 to Thursday, December 15, 2016
Abstract: 

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Need: Increasing the likelihood that students who watch/listen to classmates give speeches will use those watching/listening experiences to become better public speakers themselves.

Last semester, I wanted listeners to enhance their public-speaking skills by having them learn from their peers' speeches. To be clear, this is not about learning from the content of their peers' speeches, rather learning about the nature of good public speaking.  This is different than something else I do, which is have 3 listeners provide feedback that is given to the speaker.

Enhancement: So I created a form that listeners use for their own benefit (see attached).  They fill it out as they listen to their peers [clarification: but after a speech is over, not while a speaker is speaking, thanks Pete!], show it to me for participation-point credit at the end of a set of speeches, and keep it for themselves to use.

Results: Hard to measure, but informal qualitative analysis indicates that it produces a more productive learning experience for listeners by helping them get a clearer feel of what a good speech entails.

Completed Full Cycle: 
Yes
Course Number: 
com100
com225

Comments

PETAA00009's picture
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Ben, this is a very good idea! I too have struggled with compelling my students to pay attention during other presentations. So, I also enacted an accountability sheet.One of the things I noticed was that, when the speeches were over, and we engaged in discussions regarding the speeches, the conversations were much more robust. One thing I struggled with was students filling out their sheets during the presentations, rather than making eye contact with the presenter. So, I now have "writing instruments down" during the presentations, and then they fill in the accountability sheets while I am giving the presenter feedback. All that said, nice job.

BEN2147625's picture
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Great feedback, Pete.  I had simply assumed that students were filling them out after the completion of a speech, not during the speech.  I'm going to watch students on the next day of speeches to see how often the forms are filled out during the speech, just to see.  After that day, I'll let students know to wait until a speech is over to complete the forms.  To clarify one thing, the forms aren't for helping students pay attention, although I'm sure it helps with that.  It's a tool to help them identify/recognize and apply good speaking skills.  Thanks for the feedback.  --Ben

OLGYZ58951's picture
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Benjamin, I like the form! It is a great way for students to reflect on what they learned and apply it to themselves. It is a powerful learning tool if we an get students to apply it to themselves. This way they are not just sitting observing their classmates but also applying! Thank you for sharing. Smiles, Olga

BEN2147625's picture
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I agree, and while the form doesn't solve the entire problem, it contributes to the solution. Thanks, Ben

REBZS76641's picture
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I like the attached document.  I also like how students are using what they observe as a way to improve themselves.  Thanks for sharing.