Embedded Files
Communication skills are necessary to be successful in all facets of life. Scholarly speaking activities teach students how to communicate effectively and comfortably in a variety of situations. The Presentation Skills Observation form provides students with an expectation for successful scholarly and public speaking.
STEPS:
Teach students the importance of scholarly language and behavior in the classroom by introducing them to the following scholarly speaking tips:
Use of “I” messages to communicate feelings, thoughts, needs, and emotions (e.g., “I feel excited to talk about my weekend because I…”).
Pay close attention to body language, given that body movements, gestures, and facial expressions are all interpreted as part of a larger message.
Be aware of spatial relationships when interacting in scholarly environments (Hall, 1966):
Intimate distance: 0–18 inches between people
Personal distance: 1.5–4 feet between people
Social distance: 4–12 feet between people
Public distance: 20+ feet between people
Be aware of pitch, articulation, tempo, volume, and rhythm depending on the audience, purpose, and intent.
Hone in on the ability to discern between being assertive, as opposed to aggressive. An assertive AVID student might say, “I have a different perspective and do not agree with the last statement.”
Introduce Student Handout: Presentation Hints and Student Handout: Presentation Observation to students.
Have students take individual notes on Presentation Observation during a whole-group lesson or read-aloud.
Transition students to work with a partner to compare notes from their observation forms.
Debrief the use of the Presentation Observation tool as a whole group by asking students to share what they discussed with their partner.
SCAFFOLDS:
To adapt this lesson for primary classes:
Introduce the scholarly speaking tips noted earlier in the instructional steps.
Using the content found on the Presentation Observation tool, create a graphic organizer to represent examples and non-examples of each component.
As a whole group, discuss each component separately and have students share and act out examples and non-examples.
For example: Posture – Examples include: sit up straight, stand up straight, shoulders back, chest out, etc. Non-examples include: slouched over, leaning on table, leaning against the wall, etc.
Using the Presentation Observation tool, have students provide feedback by using happy faces and sad faces in place of words.
EXTENSIONS:
To integrate technology, video record students while they are giving a presentation or speaking in front of the class or group. Using the video, students will complete Student Handout: Presentation Observation on themselves. Students will use this tool to create individual goals to identify which components they want to work on next time.
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