Transfer Speech The ability to communicate effectively gives you an outstanding advantage in any career — and in life. Whether you are speaking to a large group or one on one, the basics of interpersonal communication, argumentation and persuasion, organizational communication, and intercultural communication can help you succeed in the global job market.
However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" College speech class the words. The majority of all college faculty still teach their classes in the traditional lecture mode.
Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures.
We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. We are not advocating complete abandonment of lecturing, as both of us still lecture about half of the class period.
The lecture is a very efficient way to present information but use of the lecture as the only mode of instruction presents problems for both the instructor and the students. There is a large amount of research attesting to the benefits of active learning. The term "cooperative learning" covers the subset of active learning activities which students do as groups of three or more, rather than alone or in pairs; College speech class, cooperative learning techniques employ more formally structured groups of students assigned complex tasks, such as multiple-step exercises, research projects, or presentations.
Cooperative learning is to be distinguished from another now well-defined term of art, "collaborative learning", which refers to those classroom strategies which have the instructor and the students placed on an equal footing working together in, for example, designing assignments, choosing texts, and presenting material to the class.
Clearly, collaborative learning is a more radical departure from tradition than merely utilizing techniques aimed at enhancing student retention of material presented by the instructor; we will limit our examples to the "less radical" active and cooperative learning techniques. These exercises are particularly useful in providing the instructor with feedback concerning student understanding and retention of material.
Some numbers 3 and 4, in particular are especially designed to encourage students' exploration of their own attitudes and values. Many especially numbers 4 - 6 are designed to increase retention of material presented in lectures and texts.
The "One Minute Paper" - This is a highly effective technique for checking student progress, both in understanding the material and in reacting to course material. Ask students to take out a blank sheet of paper, pose a question either specific or open-endedand give them one or perhaps two - but not many more minute s to respond.
Some sample questions include: Muddiest or Clearest Point - This is a variation on the one-minute paper, though you may wish to give students a slightly longer time period to answer the question.
Here you ask at the end of a class period, or at a natural break in the presentation"What was the "muddiest point" in today's lecture? Affective Response - Again, this is similar to the above exercises, but here you are asking students to report their reactions to some facet of the course material - i.
However, it can be quite a useful starting point for courses such as applied ethics, particularly as a precursor to theoretical analysis. For example, you might ask students what they think of Dr.
Jack Kevorkian's activities, before presenting what various moral theorists would make of them. By having several views "on the table" before theory is presented, you can help students to see the material in context and to explore their own beliefs.
It is also a good way to begin a discussion of evolutionary theory or any other scientific area where the general public often has views contrary to current scientific thinking, such as paper vs.
Daily Journal - This combines the advantages of the above three techniques, and allows for more in-depth discussion of or reaction to course material. You may set aside class time for students to complete their journal entries, or assign this as homework.
The only disadvantage to this approach is that the feedback will not be as "instant" as with the one-minute paper and other assignments which you collect the day of the relevant lecture. But with this approach particularly if entries are assigned for homeworkyou may ask more complex questions, such as, "Do you think that determinism is correct, or that humans have free will?
Kevorkian's actions are morally right? What would John Stuart Mill say? Or you might have students find and discuss reports of scientific studies in popular media on topics relevant to course material, such as global warming, the ozone layer, and so forth.
|1st 50 College Speech Topics||These stateless went along with the speech, and I found that those helped us make the connection as of how they related. For example, the commercial speech where we had to sell something.|
Reading Quiz - Clearly, this is one way to coerce students to read assigned material! Active learning depends upon students coming to class prepared.
The reading quiz can also be used as an effective measure of student comprehension of the readings so that you may gauge their level of sophistication as readers. Further, by asking the same sorts of questions on several reading quizzes, you will give students guidance as to what to look for when reading assigned text.
If you ask questions like "What color were Esmerelda's eyes? If your goal is to instruct and not merely to coercecarefully choose questions which will both identify who has read the material for your sake and identify what is important in the reading for their sake.
Clarification Pauses - This is a simple technique aimed at fostering "active listening". Throughout a lecture, particularly after stating an important point or defining a key concept, stop, let it sink in, and then after waiting a bit!
You can also circulate around the room during these pauses to look at student notes, answer questions, etc.
Students who would never ask a question in front of the whole class will ask questions during a clarification pause as you move about the room. Response to a demonstration or other teacher centered activity - The students are asked to write a paragraph that begins with: I was surprised that It also helps students realize that the activity was designed for more than just entertainment.
Questions and Answers While most of us use questions as a way of prodding students and instantly testing comprehension, there are simple ways of tweaking our questioning techniques which increase student involvement and comprehension.This page has hundreds of topics for informative speeches and essays, and we are continually updating our list.
If you’re stumped for ideas, use this list of informative topics as a starting point to find a subject that interests you enough to speak or write about. Introduction to Speech Communication This is a Texas Common Course Number. This is a Core Curriculum course selected by the colleges of DCCCD.
Prerequisite Required: College level ready in Reading and Writing. This for any college student taking a final exam for a speech class.
Student Consumer Information | Gainful Employment; Accredited by the Accrediting Commission of Community and Junior Colleges, of the Western Association of Schools and Colleges; Disclaimer: This site may contain links to web sites not administered by Saddleback College or one of its divisions, departments, units or programs.
Speech. The ability to communicate effectively gives you an outstanding advantage in any career — and in life. Whether you are speaking to a large group or one on one, the basics of interpersonal communication, argumentation and persuasion, organizational communication, and intercultural communication can help you succeed in the global job market.
Highland Community College, the first college in Kansas, provides lifelong learning opportunities and contributes to economic development to enhance the quality of life in the communities we serve.
The college also exists to serve each student. It provides educational leadership to help each individual become a well-informed, responsible citizen and a productive member of society.