Download 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
• 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.”
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
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.
Similarities With Written
Communication
• Thesis and purpose
Similarities With Written
Communication
• Thesis and purpose
• Organization
• Introduction, body, conclusion
• Clear relationship among main points and supporting material
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
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
Differences from Written Communication
Real Time Delivery
•Must get and hold audience’s attention
Differences from Written Communication
Real Time Delivery
•Must get and hold audience’s attention
•Must be memorable
Differences from Written Communication
Real Time Delivery
•Must get and hold audience’s attention
•Must be memorable
•Must be immediately understandable
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
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
Differences from Written Communication:
Delivered with Voice and Body
•Can distract and confuse attention or aid in
attention, clarity, and memory
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
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
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
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
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
Four Keys to Success
Outlines
Introduction
Outline Model - “Cryonics” by Jayne Richtor
Thesis:
Although cryonics has moved in recent years from science
fiction to scientific reality, it is still far from foolproof.
Introduction
The time is now. Imagine your mother or father has suffered a heart
attack. Deprived of its vital blood supply, a part or their heart is dying.
Or imagine your grandmother or grandfather lying nearly motionless in
their nursing home bed. Advanced age, complicated by pneumonia, is
about to end their lives. Or imagine a close friend has just entered the
hospital with a massive system-wide infection. AIDS has left their body
ravaged by multiple diseases.
For most people, these circumstances would herald the end of life.
Today’s medicine can no longer help them. But all of you may be able
to meet again in the far future. Does this sound like science fiction?
Perhaps. But it may one day be possible. How? Through the process of
cryonics.
Cryonics is the process of freezing human beings after death in the hope
that medical science will be able to revive them in the future. Intrigued
by the prospect of being cryonically frozen, I’ve spent some time
researching the subject of cryonics. After reading dozens of newspaper
and magazine articles, I would like to give you a brief overview of the
history, methods, and future of cryonics. Let’s start with the
development of cryonics.
Body
Body
I. Cryonics has a very interesting history.
A. Notion of preserving people after death very old
1. Ben Franklin said “immersed in a cask of Madiera
wine…”(qtd. in Jones 43 )
2. Featured in science fiction novels, movies, and magazine and
newspaper
articles.
B. Remained science fiction until 1964
1. Robert Ettinger’s The Prospect of Immortality (Jones 12)
2. James H. Bedford – first human cryonically frozen, Jan. 12,
1967 (Anders 22)
C. Has steadily increased in popularity
1. Four cryonic institutions in U.S. (United States 1193)
2. 80 people have been cryonically frozen (Seely 25)
3. 800 people have signed up to be frozen when they die (Seely
26)
II. When a person who has signed up to be cryonically frozen dies, a
specific procedure must be carried out. (Seely 54-60)
A. Person must decide whether the whole body or the head should
be frozen
B. If the whole body, it must be preserved.
1. Immediately after death, connected to heat-lung machine
2. Chemicals circulated to prevent tissue damage
3. Cold packs used to reduce internal temperature
C. If only the head is used
1. Head surgically detached and preserved in separate container
2. Why someone would choose to preserve only head
a. body may be in very poor condition
b. hope that science would be able to create new body in
future
D. Once head or body is ready, process proceeds
1. Cryoprotectorants circulated to reduce cell damage
Checklists
Introduction:
 Did you begin with a something that will get your audience’s attention?
 Did you make the topic of your presentation clear?
 Did you preview all of the presentation’s main points explicitly at the end of the
introduction?
Body:










Are all of your main points clearly stated?
Are your main points closely related to one another?
Are your main points mutually exclusive?
Do you support all your main points with expert opinions, examples, statistics,
definitions, explanations, facts, descriptions, or analogies?
Are there enough of the above to support all your main points well?
Is all of the information above accurate and clear?
Is the above information all from appropriate sources?
Have you made notes of the sources in order to cite them in your presentation delivery?
Is your organization clear enough that your audience will know exactly when you move
from point to point and exactly how all the supporting information connects to your main
points?
Have you included material which will draw and hold your audience’s attention
throughout the body?
Agendas
Group Agendas
INQ 120: The Examined Life
Group Agenda Report
Date:
Place:
Members Present:
Tasks accomplished during this meeting and members who led work for each
task:
Tasks to be accomplished during next meeting and responsible members for
each task:
Group Member Evaluations
1.
What specific task roles did this member play in the
group process? What did this person do to help the
group complete its tasks?
2.
Did this member work well with other members of the
group? (Give specific examples of behavior.)
3.
Was this member critically open-minded and did
he/she center conflicts on issues? (Give specific
examples of behavior.)
4.
Was this member well-prepared and positive? (Give
examples of behavior.)
5.
Did this member participate actively in the work of
the group? (Give examples of behavior.)
6.
What were this member's overall strengths?
7.
How could this member improve?