Appendix H CMS 20: Public Speaking and Critical Listening Title of Unit: Public Speaking and Critical Listening Teaching/ Learning Goals What main concepts/skills do I want my students to learn?
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Public speaking as communication. The principles and practice of contemporary forms of public speech communication. Effective Public Speaking Techniques. Critical thinking skills in order to analyze and evaluate public speaking. Ethical and legal responsibilities of the public speaker. The skills and ability needed to construct speech presentations utilizing basic research, organization and outlining techniques. The ability to prepare and present four types of speeches utilizing presentation aids, especially graphs and charts. Vocal expertise including articulation, projection, inflection, and intonation.
General Education Proficiencies Addressed
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Communicatio n (entire course) Reasoning and Analysis (entire course) Personal Growth and Professional Development (entire course)
Behaviors What are the students expected to do to demonstrate that learning?
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Prepare and submit assignments that are designed to enhance learning and speech presentations. Apply what they have learned through the presentation of four to six speeches of varied styles. Complete a series of exercises that implement the use of outlining Demonstrate critical listening skills through two formal evaluations of peer presentations. Demonstrate improvement in their voice, diction and oral skills through required speech presentations. Participate in oral evaluation and assessment of peer speeches.
Measurements
Evaluations
What tools will be used to demonstrate the extent of learning?
To what extent do the measurement results determine that the goal was achieved? • Exam structure reinforces speech narrative and presentation preparation. • Verbal fluency, particularly involving rhetorical and competitive forensic vocabulary.
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Written Working and Formal Outlines are submitted for evaluation and graded. Speech presentations receive both oral and written assessments. Written exams are utilized to determine understanding of speech theory and development including chapter quizzes, a midterm and final exam. Written thematic assignments all requiring research and attribution.
Modifications What actions can be taken to improve the teaching and learning practices?
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Group, peer and cooperative learning exercises in the classroom. Team-teaching particular sections of the course syllabus, with an emphasis on interdisciplinary approaches to public speaking. Use of IT to enhance the curriculum (Tablet PCs, internet, webcasts, etc.) Final projects based on internet research skills. Incorporation of daily newspapers and academic journals for speech production. Mandatory off-campus excursions to enhance the inclass lecture (i.e. Panel presentations, speeches, theatrical events, symposiums, etc.) End of semester Night of Speeches for top five students in class.
PSY 11: Psychology Goals Based Course Assessment Matrix Teaching/Learning Goals
General Education Objectives and Proficiencies
What do I want my students to learn?
1) To teach students the key concepts and principles in psychology
2) To help students apply concepts and knowledge to life experiences and events
Communication Scientific Methods
Communication Reasoning and Analysis Personal Growth
Outcome behaviors What are students expected to do to demonstrate that learning occurred? Define terms and concepts Describe application of concepts in daily life.
Describe applications of concepts to daily life Solve problems or answer questions by applying concepts and terms
Measurements
Evaluation
Modifications
What strategies will be used to demonstrate the extent learning was achieved? Department final examination which consists of Multiple choice questions and an essay
To what extent do the measurement results determine that the teaching/learning goal was achieved? The Fall 2002 Psychology 11 final median score for the multiple choice section was 52 out of 75. Section medians ranged from 4760+
What recommendations for actions will be made to improve teaching and learning practices?
Five short answer essay & multiple choice quizzes throughout the semester
80% of the students will be expected to achieve a passing grade (D or better)
In-class discussion In-class writing (Journals and Freewriting) In-class discussion Thought papers
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Students work exhibits a clear understanding of the connections between theory and practical applications.
Develop a rubric that would standardize the essay portion of the final exam Develop engagement activities for faculty to administer after each chapter
3) To develop students ability to think scientifically and critically about psychological phenomena.
Communication Reasoning and Analysis Scientific Methods Personal Growth
Compare and contrast concepts of various aspects of a theory or model through verbal discussion and written essays
Department final examination includes an essay
4) To enhance students writing skills
Communication Information Literacy
See #3
See #3
See #3
Providing articles to all Psychology 11 sections that incorporate critical thinking exercises, reading comprehension, graph interpretation, and writing development. See #3
5) To relate culture, gender, ethnicity and class to key psychological principles and concepts
Communication Personal Growth Informed, globally aware, engaged world citizens
Compare and contrast the how these factors impact the psychological functioning of different groups
See #2 and 3
Students work exhibits the ability to understand similarities and differences across cultures
Establishing ways in which to formally integrate diversity issues into the PSY11 curriculum
Group projects, essay writing, film projects and learning journals are utilized by course faculty.
The essay section of the final ranged from 10-25 out of a possible 25 points. This variance suggests the need for a rubric for increasing scoring consistency.
Develop a rubric that would standardize the essay portion of the final exam
Study groups comprised of diverse students (gender, culture, ethnicity, etc.)
Recognize the diversity of the world in which they operate
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Bronx Community College Goals-Based Assessment Matrix—History 10 Spring 2004 Learning Goal What faculty expect students to learn (lesson, unit, course)
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To demonstrate integrated understanding of course content. Formalized in departmental syllabus. To absorb modern history fact-base: identification terms To grasp thematic organization: syllabus topics and subtopics. Linked to textbook.
Outcome Behaviors Observable student behavior demonstrating desired learning objective • Synthesize identification (factual) and thematic content; • Understand contextual relationships between two levels of historical knowledge— microcosmic and macrocosmic
Measurements Methods for collecting data evidencing student achievement of learning goals • Essay grid forms • Reading workbooks designed to accompany textbook • Short-answer quizzes • Essay examinations • Solicit coursespecific student feedback
Evaluation
Modifications
Resources
Interpretation/ analysis of measurement results
Actions to improve learning outcomes based on assessment results
Resources available to faculty and students
Global Student Performance Data: • Pass rates: 57%, 20012002 • Course completion rates: 79%, 2001-2002 • Skills-based assessments • Pass rate correlation with English and Reading levels
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Establish additional departmental support mechanisms Complete reading workbook project Expand and improve tutorial services Create Student Learning Guide to distribute to all History 10 enrollees. Textbook editorial adjustments
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Departmentbased workshop program and tutorial services.
General Education Proficiencies Linkage to BCC General Education Statement •
IIB—Abstract Reasoning Skills: “to analyze, interpret, evaluate and integrate information; apply the results; and formulate and solve problems.”
Goals-Based Assessment Matrix—History 10 Spring 2004 Learning Goal Ability to judge evidentiary value of sources (Reader); • To demonstrate Information Literacy (Web Site) •
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Ability to write effective prose, explicating factual and thematic course content To develop skills appropriate for CPE preparation
Outcome Behaviors • Demonstrate cause and effect relationships • Discriminate logically in course content analysis
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Repetition and redrafting of writing tasks
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Measurements
Evaluation
Modifications
Oral or written comparative analyses of primary sources Evaluation of web-based materials
Performance on assignments geared to specific learning goals
Differentiated and “scaffolded” writing activities Identification paragraphs Source analysis Synthetic, thesis-driven essay
Same as above
Focus academic support (department workshops) and classroom teaching on skills-based tasks: • Textbook reading. • Web-based tasks • Modify classroom infrastructure • Establish ongoing faculty exchange of assignments, topics. • Graphing task (CPE Task 2) added to examinations
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History 10 Website Library databases and tutorials
Writingintensive instruction Utilization of campusbased resources (Writing Lab workshops, WAC tutors)
General Education Proficiencies • IIB—Abstract Reasoning Skills • IIE—Information Literacy: “Use information technology to support professional and academic careers.”
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IIA— Communication Skills: special focus on: • Formal writing • Statistical/ graphic interpretation
Goals-Based Assessment Matrix—History 10 Spring 2004
Learning Goal •
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To pose informed questions; To develop independent processes of inquiry; To develop capacity for critical thinking
Outcome Behaviors Extension of course content: • Demonstrate large-scale perspectives, global/civic • Recognize applications to contemporary contexts
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Oral class discussion Writing exercises Short directed research papers
Evaluation
Modifications
Measurable extent to which students demonstrate extension of course content
Course curriculum development designed to expand perspectives on traditional course content; e.g., exercises designed to draw historical analogies to contemporary contexts.
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Additional reading Co-curricular activities; e.g., History Club film series; faculty presentations (Davis on Iraq, March 2003); Ehrenpreis Lectures Learning Center resources (syllabus-based video guide)
General Education Proficiencies • I—to produce graduates who are “wellinformed, globally aware, engaged world citizens making a meaningful contribution to society.” • IIF—“Use continued selfdevelopment to examine personal values and civic responsibilities.”