Designing
a Speaking Assignment
A “final group presentation” is frequently
used to include oral communication in a course, but that is often the least
useful kind of assignment to use for developing career-relevant skill.
Instead, use these questions to guide you
in designing an assignment that
§
Provides students with explicit instruction in a communication
genre they can expect to use in your discipline
§
Provides students with practice in the communication skills needed
to perform effectively in that genre
§
Provides students with feedback on their skill demonstration and
appropriate correction, coaching, or referral
1. What is the oral communication situation typical
for practitioners in my field?
a.
Short, extemporaneous
summary of current work
b.
Prepared explanation of
a decision, expenditure, or policy
c.
Training of a peer or
subordinate on a work process
d.
Motivational pep-talk
to subordinates
e.
Other
____________________________________________________
2. What specific preparation and presentation
skills does an individual need in order to perform adequately in this
situation?
a.
Develop and deliver a clear
thesis statement
b.
Succinct, closely
reasoned outline of decision parameters
c.
Step-by-step demonstration
of technical process
d.
Translate technical
terms into conversational oral terms
e.
Other
___________________________________________________
3. In which of these skills will my students
require explicit instruction before they can attempt practice?
a.
What should they have learned
to do in previous classes?
b.
What are they likely to
have practiced in social or community situations?
c.
In what ways do “classroom”
speeches differ from job expectations?
d.
What resources are
available for students to gain these skills outside of class?
4. What techniques can I use to train my
students in these required skills?
a.
Provide information about
communication practices in my field
b.
Model relevant oral
skills during class meetings
c.
Show videos of common
practice in my field
d.
Provide explicit instruction
in appropriate presentation techniques
e.
Show examples of
appropriate form and content
f.
Provide standards of
evaluation used in the field
g.
Help students overcome
stage fright symptoms
h.
Provide opportunities to
gain fluency with requisite vocabulary
i.
Expose students to
speaking venues common in the field
j.
Other________________________________________________________
5. What level of each skill will I accept in
the completion of this assignment?
a.
Students should be able
to demonstrate complete professional competence in this skill.
b.
Students should be told
their level of competence on this skill so that they can obtain additional
information or coaching elsewhere.
c.
Students should be able
to practice this skill in the context of this course but can’t be expected to
demonstrate competence at this point.
d.
Students should be able
to name and define this skill, but will not be required to perform it until a
later time.