Inform speech topics3/4/2023 You just need to carve out time for discussion and group work. Now clickers highlight this, but you don't need to have clickers in order to have people engage one another. It was thru peer discussion, collaboration, that's what did the teaching. It wasn't anything he had done, he hadn't said anything. Then the professor would give them the same clicker option, boom, now you had 80-90% of the people getting the answer right. In groups, they would talk, they would argue about whether their answer was right or wrong so on and so forth. Then without doing anything else, he would just put those students in discussion groups. So around only 20-25% of the class was actually getting it right. And the result would spread kind of evenly across the four or five answer choices. And they'd register what they thought was the right result. So what he would do is, he would post up a math problem, and students would be in there and he gave them time to solve it individually. So we had a math professor a couple of years ago at UDub who did this great thing with clickers. But the power of clickers comes from collaboration. I can post a question up there and have people conduct a live poll, they register their responses. ![]() So I can post in a large lecture that I teach. So in higher ed, we now Now use these things clickers, these little pieces of technology. So encourage audience collaboration and interaction. But it's often more useful to have them talking to one another. And the audience members can play around with that concept individually. Now this means that you should introduce a concept and then carve out some time for the audience to play around with it. If your audience is simply listening to you, they're not going to learn as much as if you let them do the work. The educational researcher Terry Doyle summarized this nicely, he said the one who does the work does the learning. So active learning shifts the focus to audience activity. Meaning the talk is an activity space where listeners get the chance to play around with the concepts. So how can we help that along? Well, first you should try to design your talks for active learning. What should the audience be able to do? They shouldn't just hear you spout information. You want to go back to those speech goals. Now the same is true for any type of teaching or training talk that you give. And it's now really with an aim on increasing student understanding. So Mazur wanted students to understand why the force is the same in that case, but they weren't getting that. And as it turns out, the students were really good at solving quantitative physics problems, but they were doing so without a real strong conceptual understanding. Most of them got it wrong, like real wrong. He said, okay, so if a large truck and a small car get into a collision, what are the resulting forces? Okay, that's a basic Newton's third law. And then one day, he asked them a pretty simple question. So he was a successful teacher, right? His students did well on exams. And he told this story about his classes. ![]() So this is from Eric Mazur who is a physicist at Harvard. So what we're going to do in this video is we're going to discuss some strategies and models for arranging teaching talks. And teaching means, thinking about what the audience is going to learn. Nevertheless, in those instances, you're teaching. ![]() ![]() You may not be getting paid as a teacher, which you should probably be happy about. So if you're running a staff development meeting, if you're instructing people how to use software If you're guiding people through a group process for determining organizational goals, you're teaching. So teaching isn't something you just do in classrooms. Learners will record speeches, providing and receiving peer feedback. How much does the audience already know? What are the most important elements to convey? How should one convey these ideas with appropriate breadth and depth given the time constraints of the speech? This demands a strategic approach to speech design that we’ll undertake in this class.īy the end of the course, you should be able to explain complex ideas vividly and accessibly, design clear and compelling presentation slides, convey your passion for a topic while maintaining your professional credibility, and speak dynamically from notes and/or a manuscript. You need to think from the perspective of your audience to identify what they need to hear in order to understand the key ideas. Any time you need to convey ideas or demonstrate a process, you’re dealing with informative speaking. A technology professional needs to educate a consumer about a new product. A financial officer needs to report on quarterly earnings to his company’s board. A scientist needs to explain her recent research findings. In the professional realm, most speeches and presentations we give are informative in scope.
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