Communication is central to the teaching/learning process
COM 283 Course Materials 1 Communication is central to the teaching/learning process. Knowledge is valuable in itself, but no matter how much one knows, there is no guarantee he or she can teach that knowledge to others. Communication is the crucial link between a knowledgeable teacher and a learning student. From the vantage point of a professional educator, then, the difference between knowing and teaching is communication in the classroom (Hurt, Scott, & McCroskey, 1978). Course Syllabus Monday and Wednesday 4:00 (Fell 148) Instructor: Office: Email: Office Hours: MW 2:00-3:00 p.m. Phone: 309-438-7550 Cheri Simonds, Ph.D. 427 Fell Hall [email protected] Course Goals 1. To improve the communication competencies of students (pre-service teachers) in an academic setting. That is to develop one’s knowledge, skill, motivation, and judgment with regard to message choices and likely outcomes with colleagues, students, administrators, and parents. (Illinois Professional Teaching Standard 6—Oral Communication) 2. To develop the student’s (pre-service teacher’s) awareness of the dynamics of classroom interaction. Specifically to understand and put into practice the communication principles that support a positive classroom environment. (IPTS 4— Learning Environment) 3. To improve the student’s (pre-service teacher’s) ability to synthesize and communicate clearly instructional content to a diverse audience. Specifically to develop teaching skills in verbal interaction by practice as well as collaborative relationships. (IPTS 1—Teaching Diverse Students, 2—Content and Pedagogical Knowledge, 3—Planning for Differentiated Instruction, 5—Instructional Delivery, 8—Collaborative Relationships) 4. To increase the student’s (pre-service teacher’s) understanding of the variables significant to students in a traditional, nontraditional, and multicultural environment. Also to sharpen their ability to analyze and evaluate the communication of others in a diverse environment. (IPTS 1—Teaching Diverse Students) 5. To support Illinois State University’s historic and enduring commitment to prepare teachers who will be responsive to the ethical and intellectual demands of a democratic society. This course contributes to this mission by providing a framework for understanding culture in the classroom throughout each topic of discussion, by allowing multiple voices to lead and facilitate discussions, and by considering the ethical implications of teachers in the classroom. (IPTS 1—Teaching Diverse Students, 9—Professional Leadership and Advocacy) Texts Simonds, C. J., & Cooper, P. J. (2011). Communication for the classroom teacher (9th ed.). Needham Heights, MA: Allyn & Bacon. COM 283 Course Materials 2 Required Materials 3 Ring Binder (1 or 1 ½ inch) Card Stock Pocket Folder A working ilstu.edu email address Course Policies Attendance: Regular attendance is expected. Being absent will deprive you of valuable class discussions and will also prevent you from fulfilling certain graded in-class activities/quizzes that cannot be made up. Excessive absences will affect your participation grade in this class. You are expected to come to class prepared to discuss and participate in activities associated with the readings. I will not lecture over the material you have read; rather you will be assigned to synthesize one chapter of the material into discussions and activities. You are always responsible for all material distributed in your absence. Also note, any/all materials are handed out only once. If you are not in class to receive them, you should obtain the information from a fellow student. Tardiness: Participation/Attendance sheets will be distributed at the beginning of each class session. If you are late (and please try NOT to be), you are responsible for completing this sheet immediately after class or you will not get attendance credit for that day. Absences due to Student Bereavement: Students who experience the death of an immediate family member or relative as defined in the University Student Bereavement Policy will be excused from class for funeral leave, subsequent bereavement, and/or travel considerations. Students are responsible for providing appropriate documentation to the Dean of Students office and for contacting the instructor as soon as possible to make arrangements for completing missed work. More information is available in the Student Bereavement Policy at http://www.policy.illinoisstate.edu/2-1-27.shtml Exams: There will be one midterm exam and a comprehensive final exam. Exams will assess your understanding of communication concepts and theories, as well as your application and integration abilities. (IPTS: Assess all IPTS standards addressed in chapter discussions) Assignment Due Dates: All major assignments and exams must be completed on the date assigned. If you are unprepared to deliver a presentation on your assigned day (you sign up for your own dates) or do not come to class on an exam day, you will receive a ZERO for that assignment unless an alternate due date has been previously approved or documentation has been provided for extreme circumstances. Extra Credit Opportunities: You may receive 3 extra credit points for participating in any of the studies in the School of Communication’s Research Pool. The Research Pool is updated as research studies are opened/closed, and it is your responsibility to access the Pool and be aware of available opportunities. The Research Pool can be accessed via: https://sites.google.com/site/isucomresearch/ COM 283 Course Materials 3 I will get evidence of participation and the time of participation from the researcher(s) who administer the research studies at the conclusion of the semester; however, it is your responsibility to make sure that the researchers have the necessary evidence of your participation at the time of the study. Before participating in a study, please be sure to have your name, ULID (i.e., the part of your email before @ilstu.edu), instructor name, and course and section number ready, as you will need to provide these to receive credit. After the final exam there will be no further opportunities for extra credit or to otherwise improve your grade. Professional Courtesy: Professional courtesy includes respecting others' opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. I expect you to demonstrate these behaviors at all times in this class. With that in mind, sleeping, reading materials irrelevant to class purposes, texting, or disrupting the class will not be tolerated and will result in the student being considered absent for that particular class period. Presentation Etiquette: On presentation days, you have dual responsibilities as a speaker and an audience member. When you are presenting, you will dress appropriately. When you are an audience member, you will be attentive and ask challenging but constructive questions when the presentation is finished. Because most people are nervous when they present, you will be supportive both verbally and nonverbally. You will never enter or leave the room while a presentation is in progress. Cheating/Plagiarism: Evidence of plagiarism or cheating on papers, presentations, or exams will result in an F on the assignment and/or the course and possible dismissal from the university. The University Handbook contains the plagiarism policy that will be followed in this course and all ISU courses. Read it and understand it. Participation: Because Classroom Communication is a skills-based, developmental course, participation is essential. Participation is a function of attendance, demonstration of having read the material, asking questions that extend the thinking of the class and instructor, contributing relevant examples, and demonstrating respect for the contributions of classmates. Electronics: This class is not a lecture and your notes will be done ahead of time so as a result, no laptops will be necessary. Additionally, your phones should be on silent and put away at all times during class. Special Needs: Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-‐5853 (voice), 438-‐8620 (TDD). Mental Health Resources: Life at college can get very complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or diminished self-esteem. However, many of these issues can be effectively addressed with a little help. Student Counseling Services (SCS) helps students cope with difficult emotions and life stressors. Student Counseling Services is staffed by experienced, professional psychologists and COM 283 Course Materials counselors, who are attuned to the needs of college students. The services are FREE and completely confidential. Find out more at Counseling.IllinoisState.edu or by calling (309) 4383655. Evaluation Class Participation (includes attendance, punctuality, class discussion, and daily activities .................. TBA Any Old Bag Speech ................................................. 10pts Instructional Discussion ............................................ 100pts Lecture and Activity Lesson ...................................... 150pts Mid-term exam .......................................................... 100pts Portfolio ..................................................................... 100pts Final exam ................................................................. 100pts The grading scale is a standard ten-percentage point scale: 90-100% = A; 80%-89% = B; 70%-79% = C; 60-69% = D; below 60% = F Course Assignments and Assessments See Attached Assignment Sheets and Evaluation Forms Any Old Bag Speech Instructional Discussion Lecture and Activity Lesson Portfolio 4 COM 283 Course Materials 5 COURSE SCHEDULE Date January 12 (M) 14 (W) Topic/Activity Assignment Introduction to the Course "Any Bag" Presentations Portfolio Assignment ______________________________________________________________________________________ 19 (M) Martin Luther King Day 21 (W) Instructional Discussion Assignment Assign ID Chapters ______________________________________________________________________________________ 26 (M) Lecture and Activity Assignment (LA) Lecturing and Leading Activities 28 (W) Instructor Model of LA Introduce Speaking, Listening, and SEL Standards _____________________________________________________________________________________ February 2 (M) Leading Classroom Discussion Read Chapter 6 Instructor Model of ID Chapter 6 (IPTS: 1A, 1E, 4D) 4 (W) Lecture and Activity 10 ______________________________________________________________________________________ 9 (M) Classroom Communication Read Chapter 1 Chapter 1 Discussion (IPTS: 1A, 1C, 1E, 2G, 4J, 4I, 6C, 6E, 9I) 11 (W) Guest Speaker—Anna Wright Speaking, Listening, and SEL ______________________________________________________________________________________ 16 (M) Interpersonal Communication Read Chapter 2 Chapter 2 Discussion (IPTS: 1A, 1C, 1E, 1F, 6C, 6E, 8D, 8P, 8Q, 9L) 18 (W) Lecture and Activity 9 ______________________________________________________________________________________ 23 (M) Listening Read Chapter 3 Chapter 3 Discussion (IPTS: 1A, 1E, 6C, 6E) 25 (W) Lecture and Activity 8 ______________________________________________________________________________________ March 2 (M) Discussion Verbal and Nonverbal Com Read Chapter 4 Chapter 4 Discussion (IPTS: 1A, 1E, 4J, 4I, 4L, 6C, 6E) 4 (W) Lecture and Activity 7 ______________________________________________________________________________________ March 9 (M) Spring Break 11(W) Spring Break ______________________________________________________________________________________ COM 283 Course Materials 6 COURSE SCHEDULE, CON'T ______________________________________________________________________________________ 16 (M) Sharing Information Read Chapter 5 Chapter 5 Discussion (IPTS: 1A, 1E, 2E, 4J, 5A, 5B, 6L) 18 (W) Lecture and Activity *4 ______________________________________________________________________________________ 23 (M) Review for Midterm 25 (W) Midterm Exam ______________________________________________________________________________________ 30 (M) Small Group Communication Read Chapter 7 Chapter 7 Discussion (IPTS: 1A, 1E, 4B, 8F) April 1 (W) Lecture and Activity *5 ______________________________________________________________________________________ 6 (M) Com Reading and Storytelling Chapter 8 Discussion Read Chapter 8 (IPTS: 1A, 1E, 6A, 6B) 8 (W) Lecture and Activity 3 ______________________________________________________________________________________ 13 (M) Influence/Ethics Read Chapter 9 Chapter 9 Discussion (IPTS: 1A, 1E, 9B, 9C, 9H, 9I) 15 (W) CSCA—No Class ______________________________________________________________________________________ 20 (M) Concerns Read Chapter 10 Chapter 10 Discussion (IPTS: 1A, 1D, 1E, 8I) 22 (W) Lecture and Activity 2 Discuss Portfolio and Philosophies ______________________________________________________________________________________ 27 (M) Lecture and Activity 1 29 (W) Portfolios Due Review for Final ______________________________________________________________________________________ *Note slight shift in order for scheduling purposes. COM 283 Course Materials 7 ANY OLD BAG WILL DO ASSIGNMENT SHEET Note Adapted from M. Buchanan. (1995). The Speech Teacher. Purpose To provide students with the opportunity to "get to know each other" so that they may feel more comfortable with their audience for future presentations. To begin the process of audience analysis as well as to "break the ice" of completing the first "speech". Finally, to provide students the opportunity to see what it is like to stand in front of an audience. Assignment Students will bring to class 3 items in a bag of their choice (no book bags). The items should be a personal reflection of the student and allow that student to share information about themselves. The students will conclude their presentation by explaining why they chose the bag they brought and how it reflects them personally. Be creative! Evaluation This assignment is worth 10 points. You must stand in front of the class for at least 1 minute (no longer than 2 minutes please). If you finish the explanation of each item before the time limit, then the class can ask you questions to finish your allotted time. (Remember one of the objectives of this assignment is to get a "feel" for standing in front of the class.) Basically, if you bring in 3 items in a bag, and stand in front of the class for at least 1 minute, you will receive 10 points. Easy enough! Hints Practice working with your items. You'd be surprised how difficult it can be to talk and manipulate items at the same time (especially if you are nervous). Make sure you know exactly what you want to say, when you want to say it, and (most importantly) how you want to finish it. Make sure that your presentation is at least 1 minute long. Silence can be very uncomfortable. Most of my former students say that this is the most difficult assignment of the semester, so from here on out is smooth sailing. Good luck! COM 283 Course Materials 8 INSTRUCTIONAL DISCUSSION ASSIGNMENT SHEET Purpose To aid students in identifying the necessary steps in planning and presenting content material in conjunction with large group discussion in the classroom. To provide students the opportunity to utilize and budget class time for implementing a given objective. To allow students the opportunity to facilitate and participate in a discussion. Assignment Students (in teams) will be responsible for presenting a chapter's major concept and relevant issues to the class. The prologue of the instructional discussion should provide an overview of the material in the chapter as well as provide transitional links from one point to the next. Try to emphasize not only what is in the text, but why it is in the text. Also, how does the information contribute to a teacher's body of knowledge? Students will use and budget 60—70 minutes of class time for their presentation and discussion. Students will lead a constructive class discussion in order to synthesize and analyze the contents of the chapter. Give us something to talk and "think" about. An outline and typed list of questions that will guide the class discussion should be given to the instructor. I. Introduction (5 minutes) A. Attention Getter: What rhetorical device will you use to capture our attention? B. Set Induction: What have we learned before that will inform us now Review/Transition? C. Objective: What will the students be able to do when the discussion is completed? II. Overview/Synthesis (10 minutes) A. In a nutshell, what are the authors stressing in this chapter? What ideas, concepts, and instruction are important (hint: what major topics are covered and why?) B. How do these things relate to each other and why are they included in this chapter? C. How does the information provided in this chapter relate to and/or help us as future teachers? Give some real-life applications. III. Class Discussion (30-45 minutes) Refer to chapter 6 for guidelines. Reading Objectives Discussion Questions (Student Preparation) (Teacher Preparation and Prompts) X.1 Include the Reading Objective Question X.1 Label Line of Questioning here: here: • Provide a bullet point list of the answers Structure: Provide a structure comment statement here. Example: There are a variety of instructional strategies to the reading objectives here. that teachers may choose from including lecture, activities and instructional discussions. Let’s talk about some of the advantages and disadvantages of the discussion method. Discussion Prompt: Start with the discussion prompt from the chapter. Example: How will you decide when to use the discussion method in your own class? Are there certain subjects that lend themselves to the discussion COM 283 Course Materials 9 method? Additional Question: Add in a few higher order questions here. Example: What ethical guidelines should be discussed with students prior to participating in a discussion? X.2 Next Reading Objective • And answer… X.2 New Line of Questioning based on X.2 RO to the left. IV. Conclusion (3-5 minutes) A. Please take mental notes of the progression of the discussion and summarize the main ideas covered. B. You’ll also want to provide a memorable close. Related Concepts Lecture Strategies Planning the Discussion (Chapt. 6) Ethical Guidelines for Discussion Evaluation Criteria for evaluation are attached. Each behavior is worth 10 points using the following scale: C=meets requirements of assignment; B=well integrated and organized; A=Creative, unique, and captivating. IPTS 1—Teaching Diverse Students (1B) 2—Content Area and Pedagogical Knowledge (2C, 2K) 3—Planning for Differentiated Instruction (3F) 4—Learning Environment (4D, 4K, 4M) 5—Instructional Delivery (5F, 5L, 5M, 5Q, 5R) 6—Writing and Oral Communication (6R) 8—Collaborative Relationships (8B, 8K, 8N) 9—Professionalism, Leadership, Advocacy (9N, 9O) COM 283 Course Materials 10 Student teacher____________________________________ Score____________ EVALUATION INSTRUCTIONAL DISCUSSION Presentation To what degree was the introduction interesting and appropriate? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teachers provide an overview/synthesis of the chapter? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher demonstrate an understanding of the major concepts of chapter? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher demonstrate an understanding of the concepts involved in writing discussion questions for inducing critical thinking? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher facilitate the discussion using principles from Chapter 6? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the speaker appear at ease? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher use class time appropriately? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) How well did the student teacher conclude the discussion? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) How would you describe the overall effectiveness of the discussion? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) Handout To what degree did the handout follow correct outline procedures? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) Comments: COM 283 Course Materials 11 LECTURE AND ACTIVITY LESSON ASSIGNMENT SHEET Purpose To provide students with the opportunity to present content material related to a specific area of interest. To aid students in identifying the necessary steps in planning and presenting a lesson to the class. To provide students the opportunity to incorporate visual aids in order to supplement content material. To aid students in identifying the necessary steps in planning and processing a class activity in a given time period. Assignment Students will plan a class period (25—30 min.) of content and activities. Students may choose the subject for the activity (i.e. elementary math, high school drama) and the target audience (i.e. preschoolers, college students). Students will be responsible for providing foundational content and leading and processing the activity. Students will present content based on a specific, clear, and well-written instructional objective and then facilitate an activity that reinforces this content. Students should provide me with a typed outline which should include an introduction, a detailed outline of the content following a clear organizational pattern (chronological, spatial, topical, etc.) which should include supporting material (examples, illustrations, testimony, demonstrations, evidence, etc), a description of the activity, a conclusion, and any supplemental material included with the activity. Students will supplement content material with a welldesigned presentation aid. Students should provide the audience with any material needed for participation in the activity. Outlines should contain the following: Grade Level(s) Topic Standard(s) Addressed Key Terms Specific Grade Specific Concept and/or Skill Specific Standard with Performance Indicator What key terms will be discussed? These may come from specific standards as well as lesson concepts. Supplies Needed Be very specific. What will the teacher need to prepare before class? What will the teacher need to bring to class? What will the students need to have? Summarize the lesson indicating major topics to be covered and overall goals and rationale of the lesson. Abstract I. Introduction A. Who is the target audience? B. How will you capture attention? C. What has been taking place in this class prior to the lesson (Set Induction— Review/Transition)? This must be related to the content you are presenting. D. What will the students be able to do when the lesson is completed (Objective— COM 283 Course Materials 12 State this verbally!) These are based on National and/or State Standards as well as benchmarks. If you have access to these standards, you may wish to crossreference them here. II. The Lesson (Experience) Put any information you will teach to students here. If you are going to present information in a lecture format, all information needed should be here. For example, if you teach a new word, you must provide the word and the definition. If you want to ask discussion questions, include sample answers. This section should be situated like an outline and follow a clear organizational pattern (chronological, topical, spatial, causal, problem/solution, etc.) and should include step-by-step instructions that any teacher can follow. For example: A. Content Knowledge or Topic (Identify Organizational Pattern Here) 1. Main Point a. Support Material (e.g., example, definition, illustration, statistic, testimony, contrast/comparison, presentation aid) b. Additional Support Material 2. Main Point a. Support Material (e.g., questions, example, definition, illustration, statistic, testimony, contrast/comparison, presentation aid) b. Additional Support Material 3. Main Point a. Support Material (e.g., example, definition, illustration, statistic, testimony, contrast/comparison, presentation aid) b. Additional Support Material B. Pedagogical Knowledge—Activity 1. List of step-by-step instructions for completing the activity 2. Explanation then distribution of materials to be used (see above). III. Conclusion (Debrief) A. Describe what happened (ask the students questions to get them to tell you what happened during the experience). B. Interpret the results (how did it meet the objective/standard). C. Transfer principles (to other situations including future tasks, classes, relationships, and professional experiences). D. Final Closing Thought using a rhetorical strategy to provide a memorable close. Related Concepts Instructional objectives Processing activities Instructional strategies Evaluation Criteria for evaluation are attached. Each behavior is worth 10 points using the following scale: C=meets requirements of assignment; B=well integrated and organized; A=Creative, unique, and captivating. COM 283 Course Materials 13 IPTS 1—Teaching Diverse Students (1H, 1I, 1J) 2—Content Area and Pedagogical Knowledge (2C, 2L, 2M, 2N) 3—Planning for Differentiated Instruction (3E, 3H, 3K, 3Q) 4—Learning Environment (4M, 4N, 4O, 4P) 5—Instructional Delivery (5C, 5D, 5E, 5F, 5I, 5J, 5K, 5L, 5M, 5N, 5O, 5R, 5S) 6—Writing and Oral Communication (6F, 6G, 6I, 6K, 6M) 9—Professionalism, Leadership, Advocacy (9K) COM 283 Course Materials 14 Student teacher____________________________________ Score____________ EVALUATION LECTURE AND ACTIVITY Presentation To what degree was the introduction interesting and appropriate (including attention getter, set induction, statement of objective)? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the instructor state and meet the instructional objectives? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student clarify and organize content? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student state and provide adequate support material to meet instructional objective? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student demonstrate appropriate delivery skills? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) How well did the student incorporate the visual aid into the presentation? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the speaker/s give clear instructions? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher control the climate of the activity? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student monitor and adjust strategies in response to feedback from the student? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher demonstrate an understanding of the EDIT process? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) COM 283 Course Materials 15 How well did the student teacher conclude the lesson? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher use class time appropriately? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) How would you describe the overall effectiveness of the lesson? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) Outline To what degree did the outline meet the requirements of the assignment? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree was the outline and supplemental material sufficient in quality and quantity? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) Comments: COM 283 Course Materials 16 Student teacher____________________________________ Self Score____________ SELF EVALUATION LECTURE AND ACTIVITY LESSON Please score your presentation and provide at least one comment for each behavior. To score, count the number of blanks to the left of your check mark and deduct from 150 points. Presentation To what degree was the introduction interesting and appropriate (including attention getter, set induction, statement of objective)? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the instructor state and meet the instructional objectives? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student clarify and organize content? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student state and provide adequate support material to meet instructional objective? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student demonstrate appropriate delivery skills? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) How well did the student incorporate the visual aid into the presentation? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the speaker/s give clear instructions? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher control the climate of the activity? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student monitor and adjust strategies in response to feedback from the student? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher demonstrate an understanding of the EDIT process? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) COM 283 Course Materials 17 How well did the student teacher conclude the lesson? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree did the student teacher use class time appropriately? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) How would you describe the overall effectiveness of the lesson? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) Outline To what degree did the outline meet the requirements of the assignment? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) To what degree was the outline and supplemental material sufficient in quality and quantity? (excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak) Comments: COM 283 Course Materials 18 WORKING PORTFOLIO (100 PTS) The portfolio is a collection of material accumulated over the semester that represents your insights, observations, experiences and reflections on communication in the classroom. This is your opportunity to see material evidence of your accomplishments. The portfolio is evaluated on a point system as outlined below. In fact, you might want to use the following as a checklist, to ensure all necessary materials are included. The portfolio will be turned in at the end of the semester, but you should keep up with the materials to be included as the semester progresses. In other words, keep everything! All materials for this class must be typed, double spaced, with no more than 1.25” margins and a 12-point font. THE PORTFOLIO SHOULD INCLUDE: _____ Your Philosophy of Teaching. This is a formal, written conception of your notions of teaching, learning, teachers, students, and the environment of the classroom. After discussing several of the readings for this course, you should begin to critically reflect on your philosophy of teaching. How do you view the educational enterprise, the classroom, your role as a teacher, or your student’s roles in the classroom? What is teaching and how is it related to learning? Now, write your philosophy in a formal paper (1-2 pages). Criteria for evaluation will include: Format (3 pts); Writing (7 pts); Support (7 pts); and Overall Impression (3 pts). (20 points total) _____ Com 283 Classroom Materials. These will include all relevant materials such as instructor evaluations, outlines, handouts, references, and a self-evaluation. For the Lecture and Activity Assignment, you will be required to fill out a self-evaluation form after viewing the videotape of your presentation. This form must be included in the portfolio under the appropriate presentation file. (10 pts.) _____ Lesson Plans/Teaching Ideas. You will want to keep a file of all the Lecture and Activities that might pertain to your teaching subject area. As you see your classmates present these activities, do not hesitate to ask for a copy for your files. You’ll be glad when you prepare lessons for your first teaching experience to have these well-planned activities to build on. (No point value). _____ Speaking, Listening, or SEL Proposal. After discussing the speaking and listening as well as the social emotional learning standards, you will work together as a group to plan a lesson using one of these standards according to a particular benchmark. Include the lesson as well as the names of the members of the group here. (20 pts.) _____ Final Synthesis Paper. In this paper, you will reflect on your progress over the semester. You should compile your portfolio before you write this paper. As you look over the documents provided, identify at least three things you think you improved on the most. Use the items in your portfolio as the evidence of the claims you are making and reference them in your paper. Your paper should be 3-5 pages. Your paper will contain 5 COM 283 Course Materials 19 paragraphs including an introduction (with attention getter, thesis, and preview), 3 main points (which reflect the 3 improvement claims with evidence to support), and a conclusion (with summary and memorable close). Criteria for evaluation will include: Format (5 pts); Writing (10 pts); Organization (10 pts); Support (10 pts); and Overall Impression (5 pts). (40 points total) _____ Formal Appearance. The portfolio should have a formal appearance. All papers/lessons should be typed and formatted according to the specifications on the Assignment Sheets. Your portfolio should be displayed in a three ring binder (1”) with organizational tabs indicating assignment division. Please DO NOT use plastic page protectors. (10 pts) IPTS 4—Learning Environment (4A, 4F, 4G) 5—Instructional Delivery (5Q) 6—Writing and Oral Communication (6D) 9—Professionalism, Leadership, Advocacy (9K) COM 283 Course Materials 20 Name _____________________________ PORTFOLIO EVALUATION FORM (Please place this handout in your portfolio for the final evaluation) EVALUATION: _____ Teaching Philosophy (20 pts) _____ Classroom Materials (10 pts) Instructional Discussion Lecture and Activity Lesson Self-Evaluation _____ Lesson Plans (no pt value) _____ Speaking, Listening, or SEL Proposal (20 pts) _____ Final Synthesis Paper (40 pts) _____ Portfolio Appearance (10 pts) _____/100 pts. = _____ Grade COM 283 Course Materials 21 Unit one • Communication Competence Teachers 1 Foundations of Classroom Communication Communication Education The Relationship between Theory, Research, and Practice Units of the Text Classroom Communication Classroom Communication Competence Classroom Communication Climate Teaching Diverse Students 2 Interpersonal Communication Relationship Development Communication Variables in Interpersonal Relationships Out of Class Communication 3 Listening The Importance of Listening What Is Listening? Types of Listening Empathy Barriers to Effective Listening Improving Listening Skills Active Listening 4 Language The Importance and Characteristics of Language Verbal Communication Nonverbal Communication Unit two • Instructional Strategies 5 Sharing Information Instructional Strategies Advantages and Disadvantages of the Lecture Method Preparing The Lecture Deliver the Lecture Communication Barriers to Effective Lecturing Evaluating Your Lecture Skills 6 Leading Classroom Discussions Choosing the Discussion Method Characteristics of the Discussion Method Planning the Discussion Facilitating the Discussion Motivating Student Preparation for Participation in Class Student Communication Apprehension Evaluating Your Discussion Skills Dr. Simonds COM 283 Course Materials 22 7 Small Group Communication Advantages and Disadvantages of the Small Group Method Definition of a Small Group Teacher Roles Tasks Student Roles Observing and Evaluating Small Groups 8 Communicative Reading and Storytelling What Is Communicative Reading? Preparing the Selection Delivering the Selection Storytelling Storytelling Techniques Unit three • Communication Impact 9 Influence Ethical Considerations Classroom Management Power and Compliance Handling Disruptive Students Handling Crisis Situations 10 Communication Concerns Sexism in the Classroom Ethnocentrism Racism and Classism in the Classroom Ableism Strategies for Change
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