From 04477ec0b5f677d8bf7fd8be340a2a521283b917 Mon Sep 17 00:00:00 2001 From: catheryn-zuo Date: Thu, 12 Oct 2023 17:59:11 -0700 Subject: [PATCH] change on 281 --- docs/mcom281.md | 887 +++++++++++++++++++++++++++++------------------- 1 file changed, 538 insertions(+), 349 deletions(-) diff --git a/docs/mcom281.md b/docs/mcom281.md index de93933..7ffaae0 100644 --- a/docs/mcom281.md +++ b/docs/mcom281.md @@ -1,12 +1,16 @@ ### Course Overview for MCOM 281 + # Syllabus -The following information is from the course syllabus, also located in Moodle. Note that you will need to modify the schedule based on your term. Please also discuss with the Faculty if there are any other changes to the syllabus. + +The following information is from the course syllabus, also located in Moodle. Note that you will need to modify the schedule based on your term. Please also discuss with the Faculty if there are any other changes to the syllabus. + ## Course Description This course requires students to research, create, and deliver speeches on topics and issues that reflect personal beliefs and values. In doing so they discern diverse materials, consider logical and ethical demands, and analyze their audience in order to create socially and globally responsible rhetorical messages. + ## Learning Outcomes After successfully completing the course, you will be able to: * Analyze and evaluate ideas and arguments, and their oral presentation, in public speeches. (1, 2, 3) @@ -15,406 +19,517 @@ After successfully completing the course, you will be able to: * Research, evaluate, and synthesize material from diverse sources in order to create and deliver several speeches for different rhetorical purposes with a specific audience. (3, 6, 7) * Develop leadership potential by becoming more able to speak with wisdom, humility and charity in their professions. (2, 7) + *(Numbers relate to TWU Student Learning Outcomes. See full syllabus for details) + ## Student Evaluation -| **Assignment** | **% of Grade** | **Notes** | + +| **Assignment** | **% of Grade** | **Notes** | |----------------------|----------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| -| Class Participation | 20% | Participation marks will be based on the following: Class Attendance and Participation (4%) Reflective Journal (10%) Speech Judging (4%) Peer Feedback (2%) See Participation Guidelines for more details. | -| Icebreaker Speech | 0% | A way to allow students to try public speaking without the fear of judgement or graded evaluation. | -| Midterm Exam | 15% | Multiple choice questions will test how well the students have learned the theoretical component of the course (Units 1-6) | -| Demonstration Speech | 20% | Students must hand in an outline based on the course template before they deliver their speech. After the speech each student must submit a brief write up of what they learned from the experience, an honest assessment of what worked and did not work, and their plan in the days ahead to improve their public speaking skills. | -| Informative Speech | 20% | Students must hand in an outline based on the course template before they deliver their speech. After the speech each student must submit a brief write up of what they learned from the experience, an honest assessment of what worked and did not work, and their plan in the days ahead to improve their public speaking skills. | -| Persuasive Speech | 25% | Students must hand in an outline based on the course template before they deliver their speech. After the speech each student must submit a brief write up of what they learned from the experience, an honest assessment of what worked and did not work, and their plan in the days ahead to improve their public speaking skills. | -| Celebratory Speeches | 0% | A fun way to recap the course and celebrate accomplishments for work well done. Bring snacks and drinks. | -  +| Class Participation | 20% | Participation marks will be based on the following: Class Attendance and Participation (4%) Reflective Journal (10%) Speech Judging (4%) Peer Feedback (2%) See Participation Guidelines for more details. | +| Icebreaker Speech | 0% | A way to allow students to try public speaking without the fear of judgement or graded evaluation. | +| Midterm Exam | 15% | Multiple choice questions will test how well the students have learned the theoretical component of the course (Units 1-6) | +| Demonstration Speech | 20% | Students must hand in an outline based on the course template before they deliver their speech. After the speech each student must submit a brief write up of what they learned from the experience, an honest assessment of what worked and did not work, and their plan in the days ahead to improve their public speaking skills. | +| Informative Speech | 20% | Students must hand in an outline based on the course template before they deliver their speech. After the speech each student must submit a brief write up of what they learned from the experience, an honest assessment of what worked and did not work, and their plan in the days ahead to improve their public speaking skills. | +| Persuasive Speech | 25% | Students must hand in an outline based on the course template before they deliver their speech. After the speech each student must submit a brief write up of what they learned from the experience, an honest assessment of what worked and did not work, and their plan in the days ahead to improve their public speaking skills. | +| Celebratory Speeches | 0% | A fun way to recap the course and celebrate accomplishments for work well done. Bring snacks and drinks. | + ## Course Texts: -Beebe, S. and Beebe, S. J. *A Concise Public Speaking Handbook*. 5th Edition. Pearson, 2018. Access the text online at: +Beebe, S. and Beebe, S. J. *A Concise Public Speaking Handbook*. 5th Edition. Pearson, 2018. Access the text online at: + + + ## Course Schedule Note that Facilitator may change the schedule, depending on the campus term dates. -| **Unit topics** | **Assessment** | **Readings** | + +| **Unit topics** | **Assessment** | **Readings** | |--------------------------------------------------------------------------|---------------------------------------------------------------------------------------|-----------------------------------------------| -| **Unit 1 – What is Public Speaking and Its Importance?** | Reflective Journal (Submit Unit 1 entry) | Course Text Chapter 1 | -| **Unit 2 – Listening and Ethics in Public Speaking** | Reflective Journal (Submit Unit 2 entry) | Course Text Chapters 4, 5. | -| **Unit 3 – Ice Breaker Speech** | Ice Breaker Speech (non-graded) Reflective Journal | Course Text Chapters 3 and 19 Section 1. | -| **Unit 4: The Power of Language and Audience-Centered Public Speaking** | Reflective Journal (Submit Units 3 and 4 entry) | Course Text Chapters 6, 7, and 15. | -| **Unit 5: Researching, Structuring, and Outlining a Speech** | Reflective Journal | Course Text Chapters 8, 9, 10, 11, 12, 13, 14 | -| **Unit 6: Presentation Aids and Speech Delivery** | Reflective Journal Mid-term Exam (15%) | Course text Chapters 20, 17 and 18. | -| **Unit 7: Demonstration Speeches** | Demonstration Speech (20%) Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 16 and 19 | -| **Unit 8: Informative Speeches** | Demonstration Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 10, 12, 20, 21, 22. | -| **Unit 9: Persuasive Speeches** | Persuasive Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 23, 24. | -| **Unit 10: Special Occasion, Commemorative, and Celebratory Speeches** | Award Ceremony Speech (non-graded) Reflective Journal (Submit all entries Units 1-10) | Course Text Chapter 25. | +| **Unit 1 – What is Public Speaking and Its Importance?** | Reflective Journal (Submit Unit 1 entry) | Course Text Chapter 1 | +| **Unit 2 – Listening and Ethics in Public Speaking** | Reflective Journal (Submit Unit 2 entry) | Course Text Chapters 4, 5. | +| **Unit 3 – Ice Breaker Speech** | Ice Breaker Speech (non-graded) Reflective Journal | Course Text Chapters 3 and 19 Section 1. | +| **Unit 4: The Power of Language and Audience-Centered Public Speaking** | Reflective Journal (Submit Units 3 and 4 entry) | Course Text Chapters 6, 7, and 15. | +| **Unit 5: Researching, Structuring, and Outlining a Speech** | Reflective Journal | Course Text Chapters 8, 9, 10, 11, 12, 13, 14 | +| **Unit 6: Presentation Aids and Speech Delivery** | Reflective Journal Mid-term Exam (15%) | Course text Chapters 20, 17 and 18. | +| **Unit 7: Demonstration Speeches** | Demonstration Speech (20%) Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 16 and 19 | +| **Unit 8: Informative Speeches** | Demonstration Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 10, 12, 20, 21, 22. | +| **Unit 9: Persuasive Speeches** | Persuasive Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 23, 24. | +| **Unit 10: Special Occasion, Commemorative, and Celebratory Speeches** | Award Ceremony Speech (non-graded) Reflective Journal (Submit all entries Units 1-10) | Course Text Chapter 25. | + + + **Course Policies:** -------------------- + ### Missed Speech Day Policy: -> Please be ready for your scheduled day. If you miss your day for any reason -> besides severe illness or other extenuating circumstances, you will be -> required to speak at the tail end of all other speeches, and you will -> receive an automatic reduction of 15 points. This is a gracious policy -> compared to the consequences of not being ready for a life speech. Please -> contact the Facilitator immediately when you feel you are unable to speak -> (for whatever reason). + +> Please be ready for your scheduled day. If you miss your day for any reason +> besides severe illness or other extenuating circumstances, you will be +> required to speak at the tail end of all other speeches, and you will +> receive an automatic reduction of 15 points. This is a gracious policy +> compared to the consequences of not being ready for a life speech. Please +> contact the Facilitator immediately when you feel you are unable to speak +> (for whatever reason). + ### **Long or Short Speech Policy:** -> What happens if you go significantly short or long on your speech? It’s hard -> to provide a cut-and-dry rule because some ‘too short’ speeches are very -> good in all other respects, and some ‘long speeches’ have terrific ‘added -> value.’ But the general rule is that for every one minute short or long, 3 -> points are deducted from your score. This respects the cultural expectation -> that speaking events last certain lengths of time, and it guarantees -> everyone who signed up to speak that day is allowed to (i.e., no one gets -> bumped due to three long speakers!) + +> What happens if you go significantly short or long on your speech? It’s hard +> to provide a cut-and-dry rule because some ‘too short’ speeches are very +> good in all other respects, and some ‘long speeches’ have terrific ‘added +> value.’ But the general rule is that for every one minute short or long, 3 +> points are deducted from your score. This respects the cultural expectation +> that speaking events last certain lengths of time, and it guarantees +> everyone who signed up to speak that day is allowed to (i.e., no one gets +> bumped due to three long speakers!) + ### Inclusive Classroom: -> TWU is committed to an ethic of inclusion centred on the principles of -> hospitality, reciprocity and reconciliation. We seek to produce generous -> learning spaces that are based on respect for difference and are open to -> diverse views, opinions, and identities. We welcome and value all voices, -> including those that have been silenced on account of race, religious -> beliefs, colour, gender, physical or mental variations, age, ancestry, place -> of origin, marital status, family status, sex, and sexual orientation, or on -> any other grounds identified in applicable human rights law. + +> TWU is committed to an ethic of inclusion centred on the principles of +> hospitality, reciprocity and reconciliation. We seek to produce generous +> learning spaces that are based on respect for difference and are open to +> diverse views, opinions, and identities. We welcome and value all voices, +> including those that have been silenced on account of race, religious +> beliefs, colour, gender, physical or mental variations, age, ancestry, place +> of origin, marital status, family status, sex, and sexual orientation, or on +> any other grounds identified in applicable human rights law. + + ### Grading Guidelines + Following is a description of the letter grading: -| **A range = Superior, exceptional, outstanding**. A+ 90-100% A 85-89% A- 80-84% | The assignment demonstrates critical, informed, and creative theological inquiry that reflects superior understanding of essential theological/historical concepts. This means the student demonstrates depth of insight beyond what is normally expected. Carefully nuanced reasoning and writing, free from material, structural and grammatical error are presupposed in this grade. | + +| **A range = Superior, exceptional, outstanding**. A+ 90-100% A 85-89% A- 80-84% | The assignment demonstrates critical, informed, and creative theological inquiry that reflects superior understanding of essential theological/historical concepts. This means the student demonstrates depth of insight beyond what is normally expected. Carefully nuanced reasoning and writing, free from material, structural and grammatical error are presupposed in this grade. | |---------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| -| **B range = Good.** B+ 77-79% B 73-76% B- 70-72% | The assignment demonstrates ready command of full range of concepts and shows some critical, informed, and creative inquiry that reflects above average understanding of essential theological/historical concepts. This means the student has produced an assignment that is free from material, structural and grammatical errors. | -| **C range = Acceptable.** C+ 67-69% C 63-66% C- 60-62% | The assignment demonstrates satisfactory ability to describe overall picture and essential concepts. This means the student has completed the assignment in a manner involving no significant errors. Material may not be free from structural and grammatical errors. Nuanced reasoning is not demonstrated. | -| **D range = Below average**. D+ 57-59% D 53-56% D- 50-52% | The assignment demonstrates reasoning that is neither carefully nuanced nor coherently presented; writing is insufficient in depth of insight and/or use of texts; presentation is not free from material error in structure, spelling and grammar. This means that the student failed to respond adequately to the assignment and its intentions. | -| **F = Unsatisfactory**. F -50% | In one or more of the following ways the student: 1) failed to turn in the assignment; 2) did not respond to the assignment as given; 3) submitted work so thoroughly flawed as to indicate that the student did not make a serious effort, 4) was involved in plagiarism or cheating. | -| | +| **B range = Good.** B+ 77-79% B 73-76% B- 70-72% | The assignment demonstrates ready command of full range of concepts and shows some critical, informed, and creative inquiry that reflects above average understanding of essential theological/historical concepts. This means the student has produced an assignment that is free from material, structural and grammatical errors. | +| **C range = Acceptable.** C+ 67-69% C 63-66% C- 60-62% | The assignment demonstrates satisfactory ability to describe overall picture and essential concepts. This means the student has completed the assignment in a manner involving no significant errors. Material may not be free from structural and grammatical errors. Nuanced reasoning is not demonstrated. | +| **D range = Below average**. D+ 57-59% D 53-56% D- 50-52% | The assignment demonstrates reasoning that is neither carefully nuanced nor coherently presented; writing is insufficient in depth of insight and/or use of texts; presentation is not free from material error in structure, spelling and grammar. This means that the student failed to respond adequately to the assignment and its intentions. | +| **F = Unsatisfactory**. F -50% | In one or more of the following ways the student: 1) failed to turn in the assignment; 2) did not respond to the assignment as given; 3) submitted work so thoroughly flawed as to indicate that the student did not make a serious effort, 4) was involved in plagiarism or cheating. | +| | + + ### Academic Integrity and Avoiding Plagiarism at TWU -> One of the core values of is the integration of academic excellence with -> high standards of personal, moral, and spiritual integrity. The University -> considers it a serious offence when an individual attempts to gain unearned -> academic credit. It is the student’s responsibility to be informed about -> what constitutes academic dishonesty. For details on this, and on -> identifying and avoiding plagiarism go to page 46 of the Academic Calendar -> (found at ). -> ->  (Prezi presentation)  (Google Slide presentation -> offering more comprehensive information) +> One of the core values of is the integration of academic excellence with +> high standards of personal, moral, and spiritual integrity. The University +> considers it a serious offence when an individual attempts to gain unearned +> academic credit. It is the student’s responsibility to be informed about +> what constitutes academic dishonesty. For details on this, and on +> identifying and avoiding plagiarism go to page 46 of the Academic Calendar +> (found at ). + + +> +> (Prezi presentation) (Google Slide presentation +> offering more comprehensive information) + ### Campus Closure and Class Cancellation Policy -> In the event of extreme weather conditions or other emergency situations go -> to add details. + +> In the event of extreme weather conditions or other emergency situations go +> to add details. + ### University Standard Grading System -> The Standard Grading System can be found at the University Homepage \> -> Academics \> Academic Calendar \> Academic Information \> Grading Practices -> [University Homepage \> Academics \> Academic Calendar \> Academic -> Information \> Grading -> Practices](https://www.twu.ca/academics/academic-calendar). + +> The Standard Grading System can be found at the University Homepage \> +> Academics \> Academic Calendar \> Academic Information \> Grading Practices +> [University Homepage \> Academics \> Academic Calendar \> Academic +> Information \> Grading +> Practices](https://www.twu.ca/academics/academic-calendar). + ### Students with a Disability -> Students with a disability who need assistance are encouraged to contact the -> Equity of Access Office upon admission to TWU to discuss their specific -> needs. All disabilities must be recently documented by an appropriately -> certified professional and include the educational impact of the disability -> along with recommended accommodations. Within the first two weeks of the -> semester, students must meet with their professors to agree on -> accommodations appropriate to each class. Students should follow the steps -> detailed by the Equity of Access Office outlined in the Student Life section -> of the University Calendar. + +> Students with a disability who need assistance are encouraged to contact the +> Equity of Access Office upon admission to TWU to discuss their specific +> needs. All disabilities must be recently documented by an appropriately +> certified professional and include the educational impact of the disability +> along with recommended accommodations. Within the first two weeks of the +> semester, students must meet with their professors to agree on +> accommodations appropriate to each class. Students should follow the steps +> detailed by the Equity of Access Office outlined in the Student Life section +> of the University Calendar. + ### Attendance Policy -> Regular and consistent participation is expected for all classes. + +> Regular and consistent participation is expected for all classes. + ### Late Assignments Policy -> Assignments are expected on the due date. Requests for extensions must be -> communicated in advance of the due date. Special circumstances may warrant -> additional consideration + +> Assignments are expected on the due date. Requests for extensions must be +> communicated in advance of the due date. Special circumstances may warrant +> additional consideration + + ### MCOM 281 Schedule + Note that students will do some learning activities online / at home, and other activities in the classroom. This is a flipped classroom model where students engage with the content at home by reading the textbook, reading and viewing the course materials on Moodle as designed by the instructor, and preparing activities and assignments for the next class. In class, they will engage in group discussions, assignments, and other activities in order to help them further engage with the course material. + ## Suggested Schedule -| **Unit topics** | **Assessment** | **Readings** | + +| **Unit topics** | **Assessment** | **Readings** | |----------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------|-----------------------------------------------| -| **Unit 1 – What is Public Speaking and Its Importance?** (1 week) | Reflective Journal (Submit Unit 1 entry) | Course Text Chapter 1 | -| **Unit 2 – Listening and Ethics in Public Speaking** (1 week) | Reflective Journal (Submit Unit 2 entry) | Course Text Chapters 4, 5. | -| **Unit 3 – Ice Breaker Speech** (1 week) | Ice Breaker Speech (non-graded) Reflective Journal | Course Text Chapters 3 and 19 Section 1. | -| **Unit 4: The Power of Language and Audience-Centered Public Speaking** (2 -75 min. classes) | Reflective Journal (Submit Units 3 and 4 entry) | Course Text Chapters 6, 7, and 15. | -| **Unit 5: Researching, Structuring, and Outlining a Speech** (2 -75 min. classes) | Reflective Journal | Course Text Chapters 8, 9, 10, 11, 12, 13, 14 | -| **Unit 6: Presentation Aids and Speech Delivery** (1 week) | Reflective Journal Mid-term Exam (15%) | Course text Chapters 20, 17 and 18. | -| **Unit 7: Demonstration Speeches** (2-3 weeks) | Demonstration Speech (20%) Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 16 and 19 | -| **Unit 8: Informative Speeches** (2-3 weeks) | Demonstration Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 10, 12, 20, 21, 22. | -| **Unit 9: Persuasive Speeches** (2-3 weeks) | Persuasive Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 23, 24. | -| **Unit 10: Special Occasion, Commemorative, and Celebratory Speeches** (1 class) | Award Ceremony Speech (non-graded) Reflective Journal (Submit all entries Units 1-10) | Course Text Chapter 25. | +| **Unit 1 – What is Public Speaking and Its Importance?** (1 week) | Reflective Journal (Submit Unit 1 entry) | Course Text Chapter 1 | +| **Unit 2 – Listening and Ethics in Public Speaking** (1 week) | Reflective Journal (Submit Unit 2 entry) | Course Text Chapters 4, 5. | +| **Unit 3 – Ice Breaker Speech** (1 week) | Ice Breaker Speech (non-graded) Reflective Journal | Course Text Chapters 3 and 19 Section 1. | +| **Unit 4: The Power of Language and Audience-Centered Public Speaking** (2 -75 min. classes) | Reflective Journal (Submit Units 3 and 4 entry) | Course Text Chapters 6, 7, and 15. | +| **Unit 5: Researching, Structuring, and Outlining a Speech** (2 -75 min. classes) | Reflective Journal | Course Text Chapters 8, 9, 10, 11, 12, 13, 14 | +| **Unit 6: Presentation Aids and Speech Delivery** (1 week) | Reflective Journal Mid-term Exam (15%) | Course text Chapters 20, 17 and 18. | +| **Unit 7: Demonstration Speeches** (2-3 weeks) | Demonstration Speech (20%) Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 16 and 19 | +| **Unit 8: Informative Speeches** (2-3 weeks) | Demonstration Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 10, 12, 20, 21, 22. | +| **Unit 9: Persuasive Speeches** (2-3 weeks) | Persuasive Speech Peer Judges and Group Evaluators (5%) Reflective Journal | Course Text Chapters 23, 24. | +| **Unit 10: Special Occasion, Commemorative, and Celebratory Speeches** (1 class) | Award Ceremony Speech (non-graded) Reflective Journal (Submit all entries Units 1-10) | Course Text Chapter 25. | + + ## Class Activities + The following sections outline key information you will need to plan and facilitate this course. **Note that once you have mapped out the course (specific units to dates), send the updated syllabus to the instructor.** + Course Resources ================ -- The course textbook is: *A Concise Public Speaking Handbook*, 5th edition. - Students will need to access the text online at: - . Students - must have online access initially to get the text, and then the course - materials can be downloaded to a phone/table app if desired. -- IMPORTANT NOTE: The units of this course dovetail well with the chapters of - the assigned textbook. Students must study both the units and the assigned - chapters from the course text. Sometimes the material will overlap, but - often the unit material and the chapter material will support and augment - each other. +- The course textbook is: *A Concise Public Speaking Handbook*, 5th edition. +Students will need to access the text online at: +. Students +must have online access initially to get the text, and then the course +materials can be downloaded to a phone/table app if desired. + -- Before you begin each unit, encourage students to skim the sections of the - required chapter. Then, read the unit on Moodle (e.g. topics, learning - activities). Before they complete any unit assessments, they must read the - required chapters in full and do the short quizzes. +- IMPORTANT NOTE: The units of this course dovetail well with the chapters of +the assigned textbook. Students must study both the units and the assigned +chapters from the course text. Sometimes the material will overlap, but +often the unit material and the chapter material will support and augment +each other. -- Remind students to take notes! The online text also has useful resources to - help you study. Be sure to watch the videos. This process will reinforce - what they are learning and help them do well in the course. -- Facilitators will have access to the online textbook, in case they want to - make notes, highlight content, etc. +- Before you begin each unit, encourage students to skim the sections of the +required chapter. Then, read the unit on Moodle (e.g. topics, learning +activities). Before they complete any unit assessments, they must read the +required chapters in full and do the short quizzes. + + +- Remind students to take notes! The online text also has useful resources to +help you study. Be sure to watch the videos. This process will reinforce +what they are learning and help them do well in the course. + + +- Facilitators will have access to the online textbook, in case they want to +make notes, highlight content, etc. + **Online Learning Activities** ============================== -- **Before each class, students are encouraged to view the entire unit that - will be discussed that week. They need to read the textbook chapters, the - overviews provided by the instructor, and engage in several learning - activities.** -- **Online learning activities include questions that we ask students to - answer in a Reflective Journal, videos that explain topics further, and an - ungraded key terms quiz.** +- **Before each class, students are encouraged to view the entire unit that +will be discussed that week. They need to read the textbook chapters, the +overviews provided by the instructor, and engage in several learning +activities.** + + +- **Online learning activities include questions that we ask students to +answer in a Reflective Journal, videos that explain topics further, and an +ungraded key terms quiz.** + + +- **As you preview the week ahead with your class, point out activities that +they must complete before they come to your class (e.g. Reflective journal +due Wednesday in order to participate in discussion and submit to instructor +on Moodle by Friday.** -- **As you preview the week ahead with your class, point out activities that - they must complete before they come to your class (e.g. Reflective journal - due Wednesday in order to participate in discussion and submit to instructor - on Moodle by Friday.** **In-class Learning Activities** ================================ + ### **Discussions** -- **In the online course, we give several prompts for students to think about. - As you review the unit and plan your week, consider the questions that would - inspire an engaging group/class discussion.** -- Students are encouraged to bring their **Reflective Journal** to class, as - it has notes from the online activities. Choose which topics they can share - with partner/group. Encourage them to add reflections to journal after the - class. Point out journal submission dates (after Units 1, 2, 4, 10).  +- **In the online course, we give several prompts for students to think about. +As you review the unit and plan your week, consider the questions that would +inspire an engaging group/class discussion.** + + +- Students are encouraged to bring their **Reflective Journal** to class, as +it has notes from the online activities. Choose which topics they can share +with partner/group. Encourage them to add reflections to journal after the +class. Point out journal submission dates (after Units 1, 2, 4, 10). + ### **Key Terms Review Activities** -- Units 1, 2, 4, and 5 explain key terms that students need to know for the - midterm. Students are encouraged do quizzes online, but you may want to have - some vocabulary activities or study skills exercises in class (if there is - time). -- Note that there are unit quizzes in Moodle (H5P) as well as the Revel - quizzes (online textbook) +- Units 1, 2, 4, and 5 explain key terms that students need to know for the +midterm. Students are encouraged do quizzes online, but you may want to have +some vocabulary activities or study skills exercises in class (if there is +time). + + +- Note that there are unit quizzes in Moodle (H5P) as well as the Revel +quizzes (online textbook) + ### **Midterm** -- There will be a midterm after Unit 6. Be sure to tell students that they - should know all of the terms and concepts covered in the course units 1-6 - and have practiced all of the short quizzes in the units, as this will help - them do well on the exam. -- The midterm will be 30 multiple choice questions and students will have 1 - hour to complete the exam. +- There will be a midterm after Unit 6. Be sure to tell students that they +should know all of the terms and concepts covered in the course units 1-6 +and have practiced all of the short quizzes in the units, as this will help +them do well on the exam. + + +- The midterm will be 30 multiple choice questions and students will have 1 +hour to complete the exam. + ### **Speech Practice:** -- Students will deliver speeches in Units 3, 7, 8, 9, and 10. Be sure to give - them at least one class to practice with a partner, and then depending on - your timeline, how many students, etc., you will need to plan out how many - additional classes you will need for the presentations and feedback. + +- Students will deliver speeches in Units 3, 7, 8, 9, and 10. Be sure to give +them at least one class to practice with a partner, and then depending on +your timeline, how many students, etc., you will need to plan out how many +additional classes you will need for the presentations and feedback. + ### **Speech Presentations** + #### Timing: -- Speeches in class: Confirm time limits for each speech with Instructor. This - depends on the length of the course, contact hours and number of students. - Average for speeches: -1. Non-graded “ice-breaker” speech: 3-4 minutes +- Speeches in class: Confirm time limits for each speech with Instructor. This +depends on the length of the course, contact hours and number of students. +Average for speeches: + + +1. Non-graded “ice-breaker” speech: 3-4 minutes -2. Demonstration Speech: 4-5 minutes -3. Informative Speech: 6-7 minutes +2. Demonstration Speech: 4-5 minutes -4. Persuasive Speech: 9-10 minutes -5. Non-graded Awards Speech: 5 minutes +3. Informative Speech: 6-7 minutes -- Make a note to see how well the length of the speeches worked or did not - work after the first time this course is taught. -- See **Speech Sign-up Sheets** template. The dates and number of speakers - must be adjusted for each course by the Facilitator. The number of speakers - each class will depend the size of the class and the length of the speeches. +4. Persuasive Speech: 9-10 minutes -- The Facilitator should send the template to the instructor before the - students sign up so that the instructor can determine how many people can go - each day. -- If possible, you may want to make the speech presentation days longer - classes, but the other classes shorter. +5. Non-graded Awards Speech: 5 minutes -- Facilitator to adjust dates and hand out to the students so they sign their - name to a slot. (This helps hold them accountable for the date of their - presentation.) The evaluators are the judges who will be critiquing the - speeches that day.] Note to students: - - **This is a contract.** You are committing to a date and you must make - your appointment. If you cannot make your timeslot, you *must* make - arrangements to switch with a peer. If this is not possible, because of - the time limits and number of students, you will not have the - opportunity to make up your speech. If this happens, you can get credit - for your outline (up to 8 marks), but *will not* get full marks for your - speech. +- Make a note to see how well the length of the speeches worked or did not +work after the first time this course is taught. + + +- See **Speech Sign-up Sheets** template. The dates and number of speakers +must be adjusted for each course by the Facilitator. The number of speakers +each class will depend the size of the class and the length of the speeches. + + +- The Facilitator should send the template to the instructor before the +students sign up so that the instructor can determine how many people can go +each day. + + +- If possible, you may want to make the speech presentation days longer +classes, but the other classes shorter. + + +- Facilitator to adjust dates and hand out to the students so they sign their +name to a slot. (This helps hold them accountable for the date of their +presentation.) The evaluators are the judges who will be critiquing the +speeches that day.] Note to students: + + +- **This is a contract.** You are committing to a date and you must make +your appointment. If you cannot make your timeslot, you *must* make +arrangements to switch with a peer. If this is not possible, because of +the time limits and number of students, you will not have the +opportunity to make up your speech. If this happens, you can get credit +for your outline (up to 8 marks), but *will not* get full marks for your +speech. + #### Speech Guidelines -- Review **Speech Guidelines** document with students during unit 4 (after the - icebreaker speech). -- Remind students that if they go more than 90 seconds over, you will cut them - off and students will lose marks for the conclusion. +- Review **Speech Guidelines** document with students during unit 4 (after the +icebreaker speech). + + +- Remind students that if they go more than 90 seconds over, you will cut them +off and students will lose marks for the conclusion. + + +- Make sure it is clear the students have to have at least 2 research cites +for the Demonstration Speech, 3 for the Informative Speech, and 4 for their +Persuasive Speech in each of the respective units. -- Make sure it is clear the students have to have at least 2 research cites - for the Demonstration Speech, 3 for the Informative Speech, and 4 for their - Persuasive Speech in each of the respective units. #### Grading: -- The facilitator does not grade or mark the speeches. However, you have the - opportunity to give feedback about how the speech played in the room that - might not be captured via the camera and filming of the speeches. A simple - comment or checked box like Electrified the Room, Opened my eyes, Put me to - sleep, Dulled the moment, etc. In particular, make a note if the student - speaker connected well with the audience. -- Send these comments to the Instructor and/or add to the student feedback - form.    +- The facilitator does not grade or mark the speeches. However, you have the +opportunity to give feedback about how the speech played in the room that +might not be captured via the camera and filming of the speeches. A simple +comment or checked box like Electrified the Room, Opened my eyes, Put me to +sleep, Dulled the moment, etc. In particular, make a note if the student +speaker connected well with the audience. + + +- Send these comments to the Instructor and/or add to the student feedback +form. + + +- Always include the **student ID number** as well as the name with every +assessment/note to the instructor. -- Always include the **student ID number** as well as the name with every - assessment/note to the instructor. #### Recording & Submission -- You will need to record each speech and submit it to the professor. - Submission details TBD. + +- You will need to record each speech and submit it to the professor. +Submission details TBD. + #### Speech Judging -- In addition to the instructor’s feedback of a speech, there will be peer - critiques done by three student judges who will take notes on each speech. - After all of the speeches have been delivered that day they will go outside - the classroom and share their notes and evaluations with each other and then - return to give their critique to each speechmakers. The goal is to have each - peer judge make at least one different constructive comment (what was done - wrong or what could be done better) and at least one encouraging comment - (what was done well) for each speaker. - -- While the Speech Judges are outside doing their evaluation with each other, - the remaining students in the class who did not do a speech will break into - small groups and share their feedback and critiques with each other. - -- Note to students that the judges for each speech must submit their feedback - and the number of cites they heard to the facilitator and the instructor - within 24 hours after the speech. Failure to do will result in a lost of - marks. The judges’ comments can be in a bullet point form (e.g., Had to many - distracting non-fluencies, or Communicated the main ideas well, or A great - introduction but lacked a conclusion, etc.) - -- Each judge needs say in their evaluation how many cites they heard in the - speech (if they’re not sure, they should not count it). Emphasize that if - the judges didn’t hear the cite, it means it either wasn’t said well or they - didn’t have it. - -- After the Speech Judges have come back to the classroom and shared their - critique, the small groups will be given the chance to offer feedback - comments (constructive and encouraging) that were not mentioned. Time - allowing. - -- **Note**: The students delivering a speech do not have to do any critiquing - or evaluating on the day of their speech. Also, every student must do *at - least one* peer judging or they will lose 4 marks on their participation - grade. - -- \*NOTE:\* The purpose of the critiquing is NOT to condemn or to shame - anyone, but rather to engage in a process designed to help each student grow - and develop during the course. - -- Make a checklist to make sure all students have participated as Speech - Judges and have given Peer Feedback. + +- In addition to the instructor’s feedback of a speech, there will be peer +critiques done by three student judges who will take notes on each speech. +After all of the speeches have been delivered that day they will go outside +the classroom and share their notes and evaluations with each other and then +return to give their critique to each speechmakers. The goal is to have each +peer judge make at least one different constructive comment (what was done +wrong or what could be done better) and at least one encouraging comment +(what was done well) for each speaker. + + +- While the Speech Judges are outside doing their evaluation with each other, +the remaining students in the class who did not do a speech will break into +small groups and share their feedback and critiques with each other. + + +- Note to students that the judges for each speech must submit their feedback +and the number of cites they heard to the facilitator and the instructor +within 24 hours after the speech. Failure to do will result in a lost of +marks. The judges’ comments can be in a bullet point form (e.g., Had to many +distracting non-fluencies, or Communicated the main ideas well, or A great +introduction but lacked a conclusion, etc.) + + +- Each judge needs say in their evaluation how many cites they heard in the +speech (if they’re not sure, they should not count it). Emphasize that if +the judges didn’t hear the cite, it means it either wasn’t said well or they +didn’t have it. + + +- After the Speech Judges have come back to the classroom and shared their +critique, the small groups will be given the chance to offer feedback +comments (constructive and encouraging) that were not mentioned. Time +allowing. + + +- **Note**: The students delivering a speech do not have to do any critiquing +or evaluating on the day of their speech. Also, every student must do *at +least one* peer judging or they will lose 4 marks on their participation +grade. + + +- \*NOTE:\* The purpose of the critiquing is NOT to condemn or to shame +anyone, but rather to engage in a process designed to help each student grow +and develop during the course. + + +- Make a checklist to make sure all students have participated as Speech +Judges and have given Peer Feedback. + #### Self-Evaluation -- Note that students are asked to reflect on their own speeches in their - journals and submit a brief write-up to the instructor after each graded - speech. Refer to the Self-Evaluation guidelines. -- Remind students to not be too hard on themselves. They may be just beginning - and it takes a long time to master the art and craft of public speaking. +- Note that students are asked to reflect on their own speeches in their +journals and submit a brief write-up to the instructor after each graded +speech. Refer to the Self-Evaluation guidelines. + + +- Remind students to not be too hard on themselves. They may be just beginning +and it takes a long time to master the art and craft of public speaking. + #### Celebration Speech Presentations -- For the Unit 10 celebration speeches – make it a party! Ask students to - bring food, non-alcoholic drinks, invite family and friends. -- Initiation to family and friends should be relative to the venue (try to - book an auditorium) +- For the Unit 10 celebration speeches – make it a party! Ask students to +bring food, non-alcoholic drinks, invite family and friends. + + +- Initiation to family and friends should be relative to the venue (try to +book an auditorium) + + +- If there is time and you feel comfortable doing so, feel free to give an +encouraging comment about each student. + + +- The Facilitator will need to print the awards on a thick paper stock (good +quality). See **template** provided. This should be signed by the +Facilitator, and use a handwriting font for the instructor’s signature (e.g. +Ned Vankevich, Ph.D) -- If there is time and you feel comfortable doing so, feel free to give an - encouraging comment about each student. -- The Facilitator will need to print the awards on a thick paper stock (good - quality). See **template** provided. This should be signed by the - Facilitator, and use a handwriting font for the instructor’s signature (e.g. - Ned Vankevich, Ph.D) See Lesson Notes for more details on individual Units. + Facilitators are vital to this course. As flipped education, this course involves both online and in-class components. Facilitators play a key role because they interact with the students and can determine who is and who is not understanding material or having a good experience. Facilitators have latitude to focus on certain activities that they think are important at the moment. For example, the Facilitator might or might not want to have students volunteer to share what they wrote in their journal for a given activity. + # lesson notes and activities -The following are specific notes from the instructor about the units. Be sure to go to the Moodle site and review each unit in detail. You may want to ask students to complete certain activities before each class so they are prepared to participate. +The following are specific notes from the instructor about the units. Be sure to go to the Moodle site and review each unit in detail. You may want to ask students to complete certain activities before each class so they are prepared to participate. + + For many of the activities in the online units, students are asked to write @@ -422,178 +537,252 @@ their thoughts in a journal. Consider having students share with a partner, group or whole class, depending on the questions presented. E.g. Share with a partner why you think public speaking is important. + ### Unit 1 -- The following exercises can help the students to overcome speech anxiety and - gain confidence in their ability to speak in front of others. It will also - help you and them to get to know your classmates. -- Everyone individually come to the front of the class and give a short - impromptu speech (one that is made up and delivered with no preparation). - E.g., tell the class your name, your favorite things to do, and your - favorite music and food and why. This should take one to two minutes. +- The following exercises can help the students to overcome speech anxiety and +gain confidence in their ability to speak in front of others. It will also +help you and them to get to know your classmates. + + +- Everyone individually come to the front of the class and give a short +impromptu speech (one that is made up and delivered with no preparation). +E.g., tell the class your name, your favorite things to do, and your +favorite music and food and why. This should take one to two minutes. + -- After each classmate finishes introducing his or her self the whole class - will clap, cheer, stomp their feet, and shout phrases like the following: - well done, bravo, loved it, etc. as a way to encourage the speaker. +- After each classmate finishes introducing his or her self the whole class +will clap, cheer, stomp their feet, and shout phrases like the following: +well done, bravo, loved it, etc. as a way to encourage the speaker. + + +- Optional: Form into groups of three or four and have a webquest competition +to see which group can find on the Internet the best tips and techniques for +overcoming shyness, nervousness, speech anxiety, etc. You will have five +minutes to do this and one person from each group will report on their +peer’s findings and the class will vote on the group that found the most +helpful strategies. -- Optional: Form into groups of three or four and have a webquest competition - to see which group can find on the Internet the best tips and techniques for - overcoming shyness, nervousness, speech anxiety, etc. You will have five - minutes to do this and one person from each group will report on their - peer’s findings and the class will vote on the group that found the most - helpful strategies. ### Unit 2 -- Emphasize Topic 3: How to Improve Listening Skills -- Taking notes on what is being said can aid the listening process. But don’t - try to take down every word. Listening too hard by writing down every small - detail can prevent us from absorbing the larger message. This is why we - should focus on the main ideas and their supporting evidence. +- Emphasize Topic 3: How to Improve Listening Skills + + +- Taking notes on what is being said can aid the listening process. But don’t +try to take down every word. Listening too hard by writing down every small +detail can prevent us from absorbing the larger message. This is why we +should focus on the main ideas and their supporting evidence. + + +- Later in the course you will be given the opportunity to evaluate your class +members’ speeches. When it is time to do so come back to this section and +review it. + + +- We must not allow our emotions make us rush to judgement that what is being +said is all good or all bad. Snap conclusions are a sure way to short +circuit the listening and understanding process. + + +- Activity 2.6: Share what it means to be an ethical public speaker and why it +is important. Consider also how ethical speaking can help you and your +society. + + +- Activity 2.7: Plagiarism: Put the students in groups and ask them to answer +the following question and share their responses with their classmates. + + +- Which of these speech topics is ethical and which are not and why: + + +> \- “How to Hack Computers.” + + +> \- “How to protect against hacking.” -- Later in the course you will be given the opportunity to evaluate your class - members’ speeches. When it is time to do so come back to this section and - review it. -- We must not allow our emotions make us rush to judgement that what is being - said is all good or all bad. Snap conclusions are a sure way to short - circuit the listening and understanding process. +> \- “Why Getting Proper Sleep is Important for University Students.” -- Activity 2.6: Share what it means to be an ethical public speaker and why it - is important. Consider also how ethical speaking can help you and your - society. -- Activity 2.7: Plagiarism: Put the students in groups and ask them to answer - the following question and share their responses with their classmates. +> \- “Practical Tips for Fruitful Dating.” - - Which of these speech topics is ethical and which are not and why: -> \- “How to Hack Computers.” +> \- “How to download Hollywood Movies for Free.” -> \- “How to protect against hacking.” -> \- “Why Getting Proper Sleep is Important for University Students.” +> \- “How to Take Revenge on Someone Who Has Hurt You.” -> \- “Practical Tips for Fruitful Dating.” -> \- “How to download Hollywood Movies for Free.” +> \- “How to Find and Pay for Informative Speeches on the Internet.” -> \- “How to Take Revenge on Someone Who Has Hurt You.” -> \- “How to Find and Pay for Informative Speeches on the Internet.” +- Next, ask students to come up with three ethical and three unethical speech +topics and decide why they are so. Ask them to present one to their +classmates for student debate and discussion. -- Next, ask students to come up with three ethical and three unethical speech - topics and decide why they are so. Ask them to present one to their - classmates for student debate and discussion. ### Unit 3: -- Let students know what day they will deliver their Ice-Breaker speeches. You - will choose the order of who will go first, second, third, etc. -- Before the speeches, go over the guidelines for audience participation and - reactions. Participation includes active listening skills and no - distractions. Reactions include clapping, stomping the floor, shouting out - praise such as great job, congratulations you did it, you wowed us, etc. - Encourage students to try out these types of praise, even if they’re not - comfortable doing so. +- Let students know what day they will deliver their Ice-Breaker speeches. You +will choose the order of who will go first, second, third, etc. -- As noted, the goal is to make this first speech a memorable positive - experience – for both the speaker and the audience. -- Let students know after the Ice-Breaker speech that there will be an awards - ceremony at the end of the course. Refer to the award list and ask students - to make a note in their journals after each speech in the unit as to who - should be nominated for an award. +- Before the speeches, go over the guidelines for audience participation and +reactions. Participation includes active listening skills and no +distractions. Reactions include clapping, stomping the floor, shouting out +praise such as great job, congratulations you did it, you wowed us, etc. +Encourage students to try out these types of praise, even if they’re not +comfortable doing so. + + +- As noted, the goal is to make this first speech a memorable positive +experience – for both the speaker and the audience. + + +- Let students know after the Ice-Breaker speech that there will be an awards +ceremony at the end of the course. Refer to the award list and ask students +to make a note in their journals after each speech in the unit as to who +should be nominated for an award. + ### Unit 4 -- Suggested time two 75 min. classes -- Point out Topic 3: Techniques for Using Language Effectively +- Suggested time two 75 min. classes + + +- Point out Topic 3: Techniques for Using Language Effectively + + +- Use appropriate language. Swearing, cursing, and profane and obscene +language are not proper for a public speech unless they are vital to the +topic or are used to illustrate a point. Many people are offended by +such language and you can turn them off and harm your credibility if you +use such language when it is not called for. The same can be said for +sexist language and racial and ethnic slurs. Some language is so +powerful and defaming that you will instantly lose your audience when +you use it. Your particular cultural and ethnic context will also +determine this, something that you can discuss with your Facilitator. + + +- Tongue-twisters: Have an in-class competition to see who can say all of +these clearly without a single mistake + - - Use appropriate language. Swearing, cursing, and profane and obscene - language are not proper for a public speech unless they are vital to the - topic or are used to illustrate a point. Many people are offended by - such language and you can turn them off and harm your credibility if you - use such language when it is not called for. The same can be said for - sexist language and racial and ethnic slurs. Some language is so - powerful and defaming that you will instantly lose your audience when - you use it. Your particular cultural and ethnic context will also - determine this, something that you can discuss with your Facilitator. +- Articulation and Enunciation Exercises: Have volunteers stand before the +class and do some of them out loud. Make this fun. It is not a time to judge +but a time to grow together. -- Tongue-twisters: Have an in-class competition to see who can say all of - these clearly without a single mistake -- Articulation and Enunciation Exercises: Have volunteers stand before the - class and do some of them out loud. Make this fun. It is not a time to judge - but a time to grow together. +Activity: find a beautifully written poem that speaks to you and practice reciting it out loud. Listen closely to the power of the language and reflect on how it emotionally moves you and why. +You can find this poem in your native language + + +add a tongue-twister in your native language and share during your live sessions + ### Unit 5 -- Suggested time two 75 min. classes -- Go over the Interviewing Guidelines document with students. +- Suggested time two 75 min. classes + + +- Go over the Interviewing Guidelines document with students. + ### Unit 6 -- Prepare students for speeches starting next week. Go over guidelines. - Specifics about demonstrations speeches will be in Unit 7. + +- Prepare students for speeches starting next week. Go over guidelines. +Specifics about demonstrations speeches will be in Unit 7. + ### Unit 7 -- This class will take 2-3 weeks, depending on your term schedule. -- Confirm the time limit for the speech (e.g. 6-7 minutes, depending on number - of students and term schedule) +- This class will take 2-3 weeks, depending on your term schedule. + + +- Confirm the time limit for the speech (e.g. 6-7 minutes, depending on number +of students and term schedule) + + +- Activity 7.1: Ask students to share their differences with a peer. + + +- Refer to the award list and ask students to make a note in their journals +after each speech of this unit as to who should be nominated for an award. + + +:Before the speeches, please study the Informative_Speech_Evaluation&Feedback_Form -- Activity 7.1: Ask students to share their differences with a peer. -- Refer to the award list and ask students to make a note in their journals - after each speech of this unit as to who should be nominated for an award. ### Unit 8 -- Confirm the time limit for the speech (e.g. 6-7 minutes, depending on number - of students and term schedule) -- This can be important activity to cover in class: Activity 8.1: Comparing and Contrasting Demonstration and Informative Speeches +- Confirm the time limit for the speech (e.g. 6-7 minutes, depending on number +of students and term schedule) + + +- This can be important activity to cover in class: Activity 8.1: Comparing and Contrasting Demonstration and Informative Speeches + * Reflect on what you learned from your demonstration speech (the good and the bad) and how that experience can help you create and deliver a strong informative speech. Be prepared to share your thoughts with your Facilitator and classmates. -- Refer to the award list and ask students to make a note in their journals - after each speech of this unit as to who should be nominated for an award. + +- Refer to the award list and ask students to make a note in their journals +after each speech of this unit as to who should be nominated for an award. + + +Study chapters 23.4 and 24.4, 24.5 as you create your preparation outline and be sure to submit it to your Facilitator and teacher before you speak. This is very important and mandatory. + ### Unit 9 -- Confirm the time limit for the speech (e.g. 6-7 minutes, depending on number - of students and term schedule) -- Refer to the award list and ask students to make a note in their journals - after each speech of this unit as to who should be nominated for an award. +- Confirm the time limit for the speech (e.g. 6-7 minutes, depending on number +of students and term schedule) + -- Ask students to send their list of who deserves which award to the - Facilitator and Instructor by the end of Unit 9. +- Refer to the award list and ask students to make a note in their journals +after each speech of this unit as to who should be nominated for an award. - - After each speech, students should have written in their journals who - the best speeches were given by. Before they vote, ask them to - review their notes. -- TBD: Online vote or paper? -• The Facilitator will need to print the awards on a thick paper stock (good quality). See template provided. This should be signed by the Facilitator, and use a handwriting font for the instructor’s signature (e.g. Ned Vankevich, Ph.D) +- Ask students to send their list of who deserves which award to the +Facilitator and Instructor by the end of Unit 9. + + +- After each speech, students should have written in their journals who +the best speeches were given by. Before they vote, ask them to +review their notes. + + +- TBD: Online vote or paper? +• The Facilitator will need to print the awards on a thick paper stock (good quality). See template provided. This should be signed by the Facilitator, and use a handwriting font for the instructor’s signature (e.g. Ned Vankevich, Ph.D) + ## Resources + There are several valuable resources linked within the course. Please feel free to add key ones here: + + ### English pronunciation websites - [Dictionary.com](https://www.dictionary.com/) - [howjsay.com](https://howjsay.com/) + + +