Ch13
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The document provides guidelines for group presentations, including discussing the purpose and audience, establishing credibility, planning logistics, organizing content, and effective use of visual aids. Presenters should define the purpose for their speech, understand the audience's characteristics and opinions. Credibility relies on competence, character, and caring. Logistics require planning the location and timing. Content and organization involve an introduction with an attention getter and thesis, previewing main points in the body, and concluding with a recap and closure. Visual aids should reinforce but not replace the presentation through restraint, appropriate types, templates, multimedia, explaining the aid at the right time without talking directly to it.
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- Targets for working effectively in groups included being less bossy, improving time management and reliability, and making work of excellent standard.
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Assignment #9 Coming Together As A Group
The documents summarize individual contributions and areas of success, confidence, and improvement for group members working on an assignment. Key details include:
- Members discuss their roles in organizing meetings, coming up with ideas, editing footage, and being leaders.
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This document provides an overview of the syllabus and objectives for a course on group communication. The key points are:
1) The class objectives are to understand theories of group communication, apply strategies for problem solving and decision making in groups, and evaluate group processes.
2) The syllabus outlines assignments, grading policies, attendance requirements, and expectations for classroom conduct.
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The document provides tips for delivering different types of speeches. It discusses improving delivery through naturalness, enthusiasm, confidence and being direct. It distinguishes between prepared manuscripts, memorized speeches, and impromptu speeches. It also outlines different special occasion speeches like those for acceptance, awards, toasts, and inspiration. Finally, it discusses using audience surveys for persuasive speeches.
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The document discusses language and delivery techniques for effective speeches. It recommends using simple, concise language with repetition to prepare speeches for the ear. It also suggests using concrete language, imagery, and words that build credibility. For delivery, it advises varying vocal tones and adjusting speaking rate, as well as using body movement like eye contact and gestures to clarify messages and establish rapport with audiences. Speakers should practice and record speeches to refine delivery.
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This document discusses the concepts of persuasion and how to prepare for a persuasive speech assignment. It defines persuasion as influencing attitudes, beliefs, values, and behavior. It explains two routes of persuasion - central processing using logical appeals and credibility, and peripheral processing using emotional appeals and credibility. The persuasive speech assignment requires choosing a controversial topic, including credible sources and emotional/logical appeals, and presenting a 4-6 minute extemporaneous speech with a full sentence outline.
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3) Tools for meetings like using an agenda, PowerPoint for visuals and keeping it simple, and handling the unexpected like staying calm and guiding back to the agenda. Additional resources for further information are also provided.
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The documents summarize individual contributions and areas of success, confidence, and improvement for group members working on an assignment. Key details include:
- Members discuss their roles in organizing meetings, coming up with ideas, editing footage, and being leaders.
- Strengths included skills like editing, understanding genre, presentation skills, and reliability. Weaknesses included things like attention to detail, lighting, and communication.
- Targets for working effectively in groups included being less bossy, improving time management and reliability, and making work of excellent standard.
- Individual topics discussed included issues like social inequality, internet dependence, animal rights, and celebrity audiences. Areas of strength and improvement were identified.
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The documents summarize individual contributions and areas of success, confidence, and improvement for group members working on an assignment. Key details include:
- Members discuss their roles in organizing meetings, coming up with ideas, editing footage, and being leaders.
- Strengths included skills like editing, understanding genre, presentation skills, and reliability. Weaknesses included things like attention to detail, lighting, and communication.
- Targets for working effectively in groups included being less bossy, sticking to deadlines, and improving time management.
- Individual topics focused on issues like social inequality, internet dependence, animal rights, and celebrity audiences. Members analyzed what went well and could be improved.
- Contributions
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- Members discuss their roles in organizing meetings, coming up with ideas, editing footage, and being directors.
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- Targets for working effectively in groups included being less bossy, improving time management and reliability, and making work of excellent standard.
- Members outlined their responsibilities for researching topics like social media, online dating, and blogs for their group project.
Jeff Borden: Education 3.0: Learn Better
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
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This document provides guidance on developing effective presentation skills. It covers topics such as planning a presentation by determining the purpose and assessing the audience, creating an outline and organizing content, techniques for delivering a presentation including building rapport, presenting main points, and concluding, using visual aids, managing anxiety, and evaluating a presentation. The overall message is that presenting is a skill that can be improved through practice and focusing on the audience's needs.
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This document discusses different visual tools for organizing information: mind maps, timelines, and infographics. It provides instructions on how to create each tool using both physical and digital methods. Students are guided through exercises to practice developing mind maps about teamwork, transferring timelines to digital formats, analyzing good and bad infographic examples, and creating their own infographic using online software. The conclusion asks students to evaluate how visualization tools can help improve their learning and skills.
Untitled
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Software Evaluation Checklist
This rubric evaluates software based on 9 criteria: content, design, functionality, instructional design, interactivity, assessment, usability, technology, and accessibility. Software receives higher scores for providing accurate, reliable content aligned to standards. It also scores well for intuitive navigation, multimedia enhancements, feedback and support for learners, and easy integration into classroom activities. The rubric assesses whether the software engages students and allows teachers to track progress.
Similar to Ch13 (20)
Preparing staff and volunteers for working with the dementia population handouts
Preparing staff and volunteers for working with the dementia population handouts
NYSAFLT summer Theisen tech workshop handout 2011 21st century tools to teac...
NYSAFLT summer Theisen tech workshop handout 2011 21st century tools to teac...
More from Tracy Stuntz
day 13
The document discusses active listening and provides tips for becoming a better listener. It notes that listening is selective based on our backgrounds and experiences. It identifies barriers to active listening like distractions and defensiveness that should be minimized. Tips for active listening include setting goals, watching for nonverbal cues, and listening for main ideas. Critical thinking as a listener involves evaluating evidence, assumptions, reasoning, and considering multiple perspectives. Presentations should be evaluated honestly while adjusting to the speaker's style and providing compassionate criticism.
day 7
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day 5
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day 3
The document discusses developing a speech by finding credible sources and properly citing them. It provides tips for locating a variety of supporting materials from secondary sources like books, newspapers and interviews. The document advises evaluating sources for reliability and recency and documenting sources through tools like notecards. It also provides guidance on distinguishing real information from propaganda online and conducting searches. Finally, it covers how to alert listeners to key source details and qualify a source's trustworthiness when citing them in a speech.
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day 1
This document provides an overview and schedule for an introductory public speaking course. It outlines the following key topics: [1] introducing yourself on the first day and discussing your summer plans or fears/goals for the class; [2] reviewing the syllabus, schedule, expectations and policies; [3] discussing intro speeches where students share details about 3 personal items; [4] exploring the origins and types of public speaking and communication. Students are asked to complete reading and tasks in preparation for the first week of class.
Commas
This document provides rules for using commas in sentences. It explains that commas should be used to separate independent clauses joined by coordinating conjunctions, to set off introductory dependent clauses, and to separate items in a series including words, phrases, clauses, dates, places, initials, titles/names, and short quotations. Commas are also used to separate non-restrictive clauses and phrases and parenthetical words, phrases, or clauses from the rest of the sentence.
Tuesday lecture #3
The document discusses APA style guidelines for formatting papers including the required title page with running head and page number, in-text citations with author's name and date, and a reference list at the end of the paper. It also reviews questions that will be on an upcoming quiz about APA style elements such as the proper way to cite personal websites, newspaper articles, magazine articles, and books.
Ch5
Leadership requires the ability to make strategic decisions, communicate effectively to mobilize group members towards a common goal. There are different types of power leaders can wield including legitimate, reward/coercive, informational/expert, and referent/charismatic power. Leaders can emerge through designation or emergence, and one can become a leader by talking early and often, gaining expertise, offering opinions while welcoming disagreement. Common leadership theories include trait, styles, situational, and transformational theories. An effective leadership model involves modeling good behavior, making decisions, motivating and mentoring members, and managing group processes.
Ch8
This document discusses the challenges of listening in groups and provides tips for improving listening skills in a group setting. It identifies different types of listening including discriminative, comprehensive, empathic, analytical, and appreciative listening. It also examines how group roles like task roles, maintenance roles, and leadership functions relate to listening. Finally, it offers strategies for improving listening such as focusing on big ideas, overcoming distractions, being aware of nonverbal behavior, paraphrasing, and helping the group listen effectively.
Ch11
This document outlines key concepts in critical thinking and argumentation including structuring arguments with a claim, evidence, and qualifier; supporting arguments with different types of evidence; presenting arguments by stating a claim and providing evidence to support it; and refuting arguments by listening, stating the opposing claim, assessing the evidence and reasoning, and summarizing the refutation.
Ch9
The document discusses different types of conflict that can occur in groups, including substantive, affective, and procedural conflict. It also outlines the differences between constructive conflict, which focuses on issues and cooperation, and deconstructive conflict, which involves personal attacks. The document also examines conflict styles like avoidance, accommodation, and collaboration, as well as conflict management strategies such as negotiation and third party intervention, and how they relate to group cohesion.
Ch7
This document discusses various aspects of communication including verbal communication which focuses on language and words, nonverbal communication which involves body language and environment, and creating a supportive climate for communication. It also provides examples of how to write an effective research question by identifying a specific problem or undesired situation, examining its causes and effects, and how to reduce obstacles standing in the way of a desired situation.
Ch10
The document discusses topics for a group's meeting on June 29th including taking a quiz, group decision making, structured problem solving, narrowing down a topic, and writing a research question. It provides information on decision making methods and styles, the procedural model of problem solving (PMOPS), using a web/fishbone diagram to narrow a topic, and how to write a research question.
chapter 10
Group decision making involves either voting, consensus seeking, authority rule, or a combination. It addresses questions of fact, conjecture, values, or policy. Decision making styles include rational, intuitive, dependent, and avoidant. Structured problem solving uses the PMOPS model which involves describing and analyzing the problem, generating possible solutions, evaluating solutions, choosing the best one, and implementing it. When narrowing a research topic, tools like a web or fishbone diagram can help. Well-written research questions address a specific problem's effects and ask why it exists, its magnitude, costs, affected populations, and why it can't be fixed.
chapter 12
This document discusses best practices for organizing and conducting effective meetings. It covers topics such as preparing an agenda, chairing the meeting, taking minutes, and evaluating the meeting. Key points include planning meetings by determining objectives, attendees, timing, and materials needed. When chairing, the leader should facilitate discussion and distribute minutes afterwards. Meeting minutes should include attendance, discussions, and action items with deadlines. Post-meeting evaluations can provide feedback to improve future meetings.
chapter 3, 6
This document summarizes reasons why people join groups, how they act within groups, and why they stay in groups. It discusses Maslow's hierarchy of needs and Schutz's theory of fundamental interpersonal relationships as explanations for why people join groups. It describes different member roles, levels of confidence, and degrees of assertiveness. Motivations for staying in groups include fulfilling needs, having a sense of meaning, choice, competence, and progress. The document also covers assessment, feedback, rewards, and punishment.
Ch. 3, 6
People join groups to fulfill needs like belonging, self-esteem, and self-actualization. Within groups, members take on roles like task roles to achieve goals or maintenance roles to build relationships. Some members may act in self-centered ways. People stay in groups when they feel motivated by progress, meaningful work, feedback, and recognition.
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Ch13
- 1. july 6th • quiz • presentations in groups • guidelines • visuals
- 2. presentations in groups • panel discussion: free exchange of ideas under 1 general topic • symposium: uninterrupted speeches on selected topic
- 3. presentation guidelines • purpose: • at the end of my speech, the audience will....
- 4. presentation guidelines • audience: • characteristics • opinions
- 5. presentation guidelines • credibility • competence • character • caring
- 6. presentation guidelines • logistics • where? • when?
- 8. presentation guidelines • organization • intro • attention getter • thesis • preview of main points
- 9. presentation guidelines • organization • body • main points • sub points
- 10. presentation guidelines • organization • conclusion • recap • closure
- 11. presentation guidelines • performance • types of delivery • impromptu • extemporaneous • manuscript • memorized
- 12. visual aids • creation • practice restraint • type • templates and graphics • multimedia
- 13. visual aids • usage • explain the aid • wait until the right time • don’t talk to the visual • be prepared to present without visual