Designing a Speech Course

Paper Summary:

The paper examines a redesign of the current teacher education program at the University of North Dakota. The paper states that the aim of this research is to review current literature in this subject area and specifically the current strategies in teaching generic speech communications 101, and to tailor it specifically towards the teacher education student. This paper lists the strategies, methods and skills required to become a more effective teacher.

Outline:
Objective
Effective Speech Communications
Ten Things a Teacher Can Do
Teaching and Learning in Communication Studies
Summary and Conclusion

From the Paper:

"Middendorf and Kalish relate that: "Learning consists of fitting this reduced information into already existing categories, or, sometimes, of forming new ones. Categorization determines how a concept is acquired, how it is retrieved from memory, and how it is put to work in abstracting or generating inferences." Research shows that the attention spans of students are approximately 15 to 20 minutes and "that university classes are scheduled for around 50 or 75 minutes" making it a requirement that "instructors do something to control their student's attention."

Sample of Sources Used:

• Andrews, P. H. ( 1985). Basic Public Speaking. New York: Harper and Row.
• Baird, J.E. (1974). The Effects of "Previews" and "Reviews" upon Audience Comprehension of Expository Speeches of Varying Quality and Complexity. Central States Speech Journal. 25, 119127.
• Beatty, M.J. (1988). Situational and Predispositional Correlates of Public Speaking Anxiety. Communication Education. 37, 28-39.
• Bernhardt, D. Workshop on Public Speaking, University of California at Berkeley, Aug.1989.
• Davis, B.G. (1993) Good Teaching. Online available at: http://teaching.berkeley.edu/bgd/teaching.html

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