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Setting the Stage For Success: Saving Students from Themselves

Setting the Stage For Success: Saving Students from Themselves. Inherited Problems. Little time spent on oral communication instruction Presentational skills Discussion skills Small group communication skills Listening skills. Inherited Problems.

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Setting the Stage For Success: Saving Students from Themselves

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  1. Setting the Stage For Success: Saving Students from Themselves

  2. Inherited Problems • Little time spent on oral communication instruction Presentational skills Discussion skills Small group communication skills Listening skills

  3. Inherited Problems • Little time spent on oral communication instruction • Instructional time + practice + thoughtful evaluation + practice…repeat = Effectiveness + Perceived Importance “I think I should get a C for just standing up.”

  4. Students don’t… • Take oral communication seriously • Know what effective oral communication looks or sounds like and why • Know how to prepare for it or why they should prepare for it

  5. The Bottom Line In academic and professional communication, if the message is not attended to, understood, or remembered, the whole endeavor is a waste of time.

  6. Similarities With Written Communication • Thesis and purpose

  7. Similarities With Written Communication • Thesis and purpose • Organization • Introduction, body, conclusion • Clear relationship among main points and supporting material

  8. Similarities With Written Communication • Thesis and purpose • Organization • Introduction, body, conclusion • Clear relationship among main points and supporting material • Supporting Material • Information limit • Enough accurate information from appropriate and credible sources to accomplish purpose • Need for citation

  9. Similarities With Written Communication • Thesis and purpose • Organization • Introduction, body, conclusion • Clear relationship among main points and supporting material • Supporting Material • Information limit • Enough accurate information from appropriate and credible sources to accomplish purpose • Need for citation • Style • Clear • Engaged • Interesting • Appropriate for context and audience

  10. Differences from Written Communication • Real Time Delivery • Must get and hold audience’s attention

  11. Differences from Written Communication • Real Time Delivery • Must get and hold audience’s attention • Must be memorable

  12. Differences from Written Communication • Real Time Delivery • Must get and hold audience’s attention • Must be memorable • Must be immediately understandable

  13. Differences from Written Communication • Real Time Delivery • Must get and hold audience’s attention • Must be memorable • Must be immediately understandable • Must be organized explicitly and transparently

  14. Differences from Written Communication: • Real Time Delivery • Must get and hold audience’s attention • Must be easy to remember • Must be immediately understandable • Must be organized explicitly and transparently • Limited amount of material can be presented

  15. Differences from Written Communication: • Delivered with Voice and Body • Can distractand confuse attentionor aid in attention, clarity, and memory

  16. Differences from Written Communication: • Delivered with Voice and Body • Can aid in attention, clarity, and memory or distract and confuse attention. • Can make a speaker seem competent, honest and attractive or incompetent, evasive, and awkward

  17. Differences from Written Communication: • Delivered with Voice and Body • Can aid in attention, clarity, and memory or distract and confuse attention. • Can make a speaker seem competent, honest and attractive or incompetent, evasive, and awkward • Can only be developed through physical rehearsal

  18. Differences from Written Communication: • Delivered with Voice and Body • Can aid in attention, clarity, and memory or distract and confuse attention. • Can make a speaker seem competent, honest and attractive or incompetent, evasive, and difficult to attend to • Can only be developed through physical rehearsal • Takes longer to develop

  19. Differences from Written Communication: • Delivered with Voice and Body • Can aid in attention, clarity, and memory or distract and confuse attention. • Can make a speaker seem competent, honest and attractive or incompetent, evasive, and difficult to attend to • Can only be developed through physical rehearsal • Takes longer to develop • Can be profoundly affected by performance anxiety

  20. Students Need To… • Understand the process • Be able to recognize an effective performance • Take the process seriously • Treat the process strategically • Prepare carefully and effectively over a period of time

  21. Four Keys to Success

  22. Outlines

  23. Introduction

  24. Body

  25. Checklists

  26. Agendas

  27. Group Agendas

  28. Group Member Evaluations

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