Communication is central to the teaching/learning process

Transcription

COM 283 Course Materials
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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.
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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/
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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
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
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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
(IPTS: 1A, 1C, 1E, 1F, 6C, 6E, 8D,
8P, 8Q, 9L)
18 (W)
______________________________________________________________________________________
23 (M)
Listening
Read Chapter 3
(IPTS: 1A, 1E, 6C, 6E)
25 (W)
______________________________________________________________________________________
March
2 (M)
Discussion Verbal and Nonverbal Com
Read Chapter 4
(IPTS: 1A, 1E, 4J, 4I, 4L, 6C, 6E)
4 (W)
______________________________________________________________________________________
March
9 (M)
Spring Break
11(W)
Spring Break
______________________________________________________________________________________
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COURSE SCHEDULE, CON'T
______________________________________________________________________________________
16 (M)
Sharing Information
Read Chapter 5
(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
(IPTS: 1A, 1E, 4B, 8F)
April
1 (W)
Lecture and Activity *5
______________________________________________________________________________________
6 (M)
Com Reading and Storytelling
Read Chapter 8
(IPTS: 1A, 1E, 6A, 6B)
8 (W)
______________________________________________________________________________________
13 (M)
Influence/Ethics
Read Chapter 9
(IPTS: 1A, 1E, 9B, 9C, 9H, 9I)
15 (W)
CSCA—No Class
______________________________________________________________________________________
20 (M)
Concerns
Read Chapter 10
(IPTS: 1A, 1D, 1E, 8I)
22 (W)
Discuss Portfolio and Philosophies
______________________________________________________________________________________
27 (M)
29 (W)
Portfolios Due
Review for Final
______________________________________________________________________________________
*Note slight shift in order for scheduling purposes.
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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!
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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
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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:
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—
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)
3. Main Point
a. Support Material (e.g., example, definition, illustration, statistic, testimony,
contrast/comparison, presentation aid)
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.
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)
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)
How well did the student teacher conclude the lesson?
(excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak)
(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:
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)
How well did the student teacher conclude the lesson?
(excellent) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (weak)
(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:
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
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)
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
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
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

Communication is central to the teaching/learning process

Transcription

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