1 TEACH ED 309/MS ED 409: Speech & Communication in The

TEACH_ED 309/MS_ED 409: Speech & Communication in the School Environment

Fall 2020 Monday, 6:30-9:30pm CDT All class sessions held remotely via Zoom

Resources for Remote Learning: Please review NU's guidance for organizing your participation in remote learning courses.

Course Description Communication is at the very core of what teachers do. Teachers must communicate with students, and foster an environment in which students can communicate with each other. This course is designed to address these issues. Public speaking, interpersonal communication, and classroom management issues will be discussed, with emphasis on fostering productive discourse in the classroom. This includes sharing ideas, building on one another's ideas, and working together to further our learning as a community. For classroom teaching, this means cultivating and supporting an environment in which students use academic talk to work with one another as part of a learning community. This course will address supporting discourse in the classroom and school environment, including designing discussion-based tasks, supporting students in academic discourse, creating a classroom climate supportive of discussion, questioning strategies and talk moves that facilitate discussion, and assessment in discussion-based tasks.

This course requires several small oral presentations, reading, writing, and lesson design. It also satisfies the public speaking requirement for licensure.

Course Goals 1. Understand theories of interpersonal communication and public speaking. 2. Develop confidence speaking in a variety of settings. 3. Understand use of technology, both to augment public speaking, and also as a medium for communication on its own. 4. Understand strategies to help your own students become better speakers. 5. Practice creating and using assessments for public speaking assignments, including how to provide useful feedback to speakers.

1 Academic Integrity Students in this course are required to comply with the policies found in the booklet, “Academic Integrity at Northwestern University: A Basic guide.” All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit: http://www.northwestern.edu/provost/policies/academic-integrity/index.html.

Accommodations for Students with Disabilities Northwestern University is committed to providing the most accessible learning environment as possible for students with disabilities. Should you anticipate or experience disability-related barriers in the academic setting, please contact AccessibleNU to move forward with the university’s established accommodation process (e: [email protected]; p: 847-467-5530). If you already have established accommodations with AccessibleNU, please let me know as soon as possible, preferably within the first two weeks of the term, so we can work together to implement your disability accommodations. Disability information, including academic accommodations, is confidential under the Family Educational Rights and Privacy Act.

Student Attendance Policy Student attendance at every class meeting is expected. Your presence as part of a collaborative learning community is key to your development and the development of your colleagues. If for some reason you must be absent from a class session, you must inform the instructor before your absence. Because of the short number of overall class sessions in the quarter system, missing two class sessions puts your ability to pass the class in jeopardy. Missing three class sessions will result in an automatic grade of “Incomplete” and you will have to re-take the class at another time.

Because the nature of this class is about communication, it is important that we be able to see and hear each other. Please plan on having your camera and microphone on as much as possible. If this presents problems for you, please contact the instructor.

Attendance at the first class session is mandatory.

Class Recordings This class or portions of this class will be recorded by the instructor for educational purposes. These recordings will be shared only with students enrolled in the course. Portions of recordings in which students are visible will be deleted at the end of the Fall 2020 term. Your instructor will communicate how you can access the recordings.

Unauthorized student recording of classroom or other academic activities (including advising sessions or office hours) is prohibited. Unauthorized recording is unethical and may also be a violation of University policy and state law. Students requesting the use of assistive technology as an accommodation should contact AccessibleNU. Unauthorized use of classroom recordings – including distributing or posting them – is also prohibited. Under the University’s Copyright Policy, faculty own the copyright to

2 instructional materials – including those resources created specifically for the purposes of instruction, such as syllabi, lectures and lecture notes, and presentations. Students cannot copy, reproduce, display, or distribute these materials. Students who engage in unauthorized recording, unauthorized use of a recording, or unauthorized distribution of instructional materials will be referred to the appropriate University office for follow-up.

Alignment with Conceptual Framework and Standards The course is aligned with the Northwestern University Conceptual Framework, which guides all licensure programs at NU. In addition, the course is aligned with the Illiniois Professional Teaching Standards, the Administrative Code’s literacy and ELA standards (20.110, 21.140, 27.100), Common Core College and Career Readiness Anchor Standards for Speaking and Listening, and Social/Emotional Learning Standards. The Conceptual Framework and the various standards are below; specific alignment is detailed for each individual class session.

Northwestern University Conceptual Framework for Teacher Education

Vision The Teacher Education Program at Northwestern University is guided by a conceptual framework for teacher education, organized around a vision of learning, learners and teaching. The conceptual framework focuses on

A vision of learning that includes: 1.1. how students come to understand and think about subject matter; 1.2. an emphasis on inquiry and reflection; 1.3. the importance of collaboration and social interaction; and 1.4. experiential activities that are relevant and engaging.

A vision of learners that includes: 2.1 the belief that every person is capable of learning; 2.2 that development is shaped by social contexts; and 2.3 equitable experiences for all.

A vision of teaching that includes: 3.1 connecting theory and practice; 3.2 inquiry, reflection, collaboration, and innovation; 3.3 creating a climate of learning for all students; and 3.4 acting professionally, responsibly, and ethically.

Dispositions Dispositions are habits of professional action and moral commitment to teaching. The program will help candidates acquire the following dispositions to the level of proficiency: • reflect on one’s own practice and make changes as appropriate

3 • support students as individuals • collaborate with all stakeholders • engage all students • incorporate innovations in teaching, including the use of new technologies • conduct oneself professionally, responsibly and ethically

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Standard 2 - Content Area and Pedagogical Knowledge – The competent teacher has in- depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

Standard 4 - Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge. (See relevant knowledge and performance indicators below.)

Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes

4 decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Standard 8 - Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Of particular relevance to this course are the following knowledge and performance indicators for Standard 6:

Knowledge indicators – the competent teacher: 6C) understands communication theory, language development, and the role of language in learning; 6E) knows and models standard conventions of written and oral communications; 6F) recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning; 6H) understands how to use a variety of formal and informal assessments to recognize and address the reading, writing, and oral communication needs of each student;

Performance indicators – the competent teacher: 6Q) integrates reading, writing, and oral communication to engage students in content learning; 6R) works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs; and 6S) stimulates discussion in the content areas for varied instructional and conversational purposes.

ADMINISTRATIVE CODE: ILLINOIS STATE BOARD OF EDUCATION

Section 20.110 Literacy Standards for Elementary Teachers c) Using Research-Based Instructional Approaches 4) Speaking and Listening Effective elementary teachers: A) engage students in a variety of oral language activities, including whole and small group collaborative discussion, asking questions, reporting on a topic and recounting experiences; B) teach students to listen actively and critically in order to understand, evaluate and respond to a speaker's message; C) instruct students in presenting ideas and information using facts and relevant

5 details to support main ideas and using presentation software, media and visual displays appropriate to the purpose and audience; and D) provide instruction in the conventions of standard English grammar and usage.

Section 21.140 English Language Arts Standards for Literacy Teachers in the Middle Grades c) Using Research-Based Instructional Approaches 4) Speaking and Listening Effective middle grade literacy teachers: A) engage students in a variety of oral language activities, including whole and small group collaborative discussion, asking questions, reporting on a topic and recounting experiences; B) instruct students in presenting ideas and information using facts and relevant details to support main ideas and using presentation software, media and visual displays appropriate to the purpose and audience; C) provide instruction for students in using conventions of standard English, eye contact, voice projection and enunciation in formal presentations, and when to adjust speech to a variety of contexts and tasks; D) teach students to listen actively and critically in order to understand, evaluate and respond to a speaker's message; and E) engage students in critical analysis of different media and communication technologies and their effects on students' learning.

Section 27.100 English Language Arts Standards for Endorsements in Specific Teaching Fields s) The competent English language arts teacher recognizes the components of the communication process and understands the importance of effective communication in the classroom. 1) Knowledge Indicators – The competent English language arts teacher: A) understands the communication process (speaker, listener, message, medium, feedback, and noise). B) understands audience analysis. C) knows the differences among oral, written, and electronic communication processes. D) knows the role of feedback in communication. E) knows the relationship between nonverbal and verbal communication. F) knows different purposes for communicating. G) understands the shared responsibilities of speakers and listeners. H) understands stated and implied meanings of a message. 2) Performance Indicators – The competent English language arts teacher: A) models and teaches vocal qualities (pitch, rate, tone, volume, etc.) and nonverbal cues to create and interpret meaning. B) models and teaches audience analysis to adapt message and communication behaviors to the audience and situation. C) demonstrates and teaches the ability to focus attention on a speaker's message D) models and teaches appropriate and effective feedback.

6 E) models and teaches listening behaviors to accommodate the listening situation. F) models and teaches differences among oral, written, and electronic communication. v) The competent English language arts teacher knows how to evaluate oral messages on the basis of their purpose, quality, and appropriateness. 1) Knowledge Indicators – The competent English language arts teacher: A) knows functions of communication and oral presentations (informing, influencing, relating, imagining, appreciating, and ritualizing). B) understands criteria for selecting content and support for a given communication situation. C) understands criteria (topic, context, and goals) for evaluating the content, organization, and support of communication strategies. D) knows the various types and strengths of supporting materials. 2) Performance Indicators – The competent English language arts teacher: A) recognizes appropriately organized and supported presentations in various contexts. B) recognizes strategies used in a given communication situation according to their function and appropriateness. C) evaluates the short- and long-term effects of speaking by others in various communication contexts. D) evaluates the quality of presentations by applying authoritative criteria. x) The competent English language arts teacher knows and uses oral messages that inform, clarify, persuade, and/or inspire while respecting differences in listeners' backgrounds. 1) Knowledge Indicators – The competent English language arts teacher: A) understands that communication choices should be sensitive to listeners' backgrounds. B) understands how verbal and nonverbal messages clarify meaning, organization, and the goals of speaking. 2) Performance Indicators – The competent English language arts teacher: A) models and teaches a variety of effective presentations that meet standards of accuracy, timeliness, support, and clarity of explanation. B) models and teaches vivid, clear and concise communication of ideas. C) models and teaches selection of language that is appropriate to the occasion, purpose, audience, and context. D) models and teaches adaptation of messages according to feedback received. E) models and teaches effective and interesting delivery techniques appropriate to the situation. y) The competent English language arts teacher manages or overcomes communication anxiety and helps assist students manage and control their anxiety. 1) Knowledge Indicators – The competent English language arts teacher: A) understands that anxiety is a normal response to many communication situations but may vary in impact among various communication contexts.

7 B) knows and understands strategies to help minimize and/or manage communication anxiety. C) understands physiological and psychological reactions to anxiety. D) understands the individual and social factors that may lead to communication anxiety. 2) Performance Indicators – The competent English language arts teacher: A) models and teaches strategies that can help alleviate communication anxiety. B) models and teaches how to appear confident while speaking. C) creates experiences for students to address, manage, or overcome their communication anxieties. z) The competent English language arts teacher uses appropriate and effective listening skills. 1) Knowledge Indicators – The competent English language arts teacher: A) knows various types and purposes of listening. B) understands skills unique to each listening type and purpose. C) understands the listener's role and responsibility in a communication situation. D) understands appropriate and effective listening responses across a variety of communication situations. 2) Performance Indicators – The competent English language arts teacher: A) models and teaches skills appropriate to each type and purpose of listening. B) models and teaches how to monitor his or her own listening behaviors. C) demonstrates and teaches attentiveness through verbal and nonverbal behaviors. D) models and teaches questioning, perception checking, summarizing, and paraphrasing to understand a message. E) understands and teaches respect for the rights of others to have opposing viewpoints. F) models and teaches evaluation of his or her own listening behavior.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

College and Career Readiness Anchor Standards for Speaking and Listening (The grade-specific standards are available in the course packet and online.) The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

8 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SOCIAL/EMOTIONAL LEARNING STANDARDS

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. A. Identify and manage one’s emotions and behavior. B. Recognize personal qualities and external supports. C. Demonstrate skills related to achieving personal and academic goals.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. A. Recognize the feelings and perspectives of others. B. Recognize individual and group similarities and differences. C. Use communication and social skills to interact effectively with others. D. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A. Consider ethical, safety, and societal factors in making decisions. B. Apply decision-making skills to deal responsibly with daily academic and social situations. C. Contribute to the well-being of one’s school and community.

9 Grading, Assignments, and Assessments Each week, there will be a reading assignment, a brief video to watch, a journal entry (between 1/2 page and 1 page single spaced), and a prompt for a 3-5 minute speech. Participation in discussion and other class activities will also be taken into account.

The journal entry may either a response to the prompt given, or as an alternative, you may write in response to the week’s readings or video. The journal entry should be submitted to Canvas by 9am the day it is due.

Every speech prompt has both a written preparation component and an oral presentation component. The written component is to include a brief (one or two paragraph) description of the speech, as well as an outline of the speech itself. Depending on the particular speech prompt, your description may include a more detailed description of the scenario you have chosen, or a particular element of the speech you wish to focus on. We will collect all written preparations, regardless of whether or not you actually present the speech. The written preparation should be submitted to Canvas by 9am the day it is due.

The oral presentation component of the speech should be reasonably clear. Because of time limitations, not everyone will be able to perform a speech every week. You may expect to present 3-4 speeches during the quarter. Remember that regardless of whether or not you will be performing, we will collect and grade your written preparation. (It is our hope that you also practice the speech at home as though you were going to present, but obviously that would be difficult for us to ascertain!)

The total course grade will be broken down as follows: 30% Journal entries 30% Weekly speeches + written speech preparation 30% Class participation 10% Final presentation

Required Texts and Videos

All readings will be accessible here on the Canvas site, and all videos will be linked from this site.

Recommended Texts

Hogan, J.M., Andrews, P.H., Andrews, J.R., Williams, G. (Eds.). (2017). Public speaking and civic engagement (4th ed.). Pearson Education, Inc.

Zarefsky, D. (2017). Public speaking: strategies for success (8th ed.). Pearson Education, Inc.

10 Course Schedule and Topics

SESSION ONE: What is public speaking? What is classroom discourse? September 21, 2020 • Introductions • What is public speaking? o The “Rhetorical Situation” (speaker + audience + occasion + speech) o What rhetorical situations can be found in the school environment? • Types of speeches o Memorized, manuscript, extemporaneous, impromptu • Why is public speaking so scary? • What is classroom discourse? o What are similarities and differences between traditional public speaking and discourse?

Standards: Illinois Professional Teaching Standards: 6 C,E,F,Q Admin Code 20.110 Literacy for Elementary: c4 A,B Admin Code 21.140 ELA for Middle Grades: c4 A,D Admin Code 27.100 ELA: s1 A,F; v1 A; y1 A,B,C,D; y2 A,B,C Common Core College & Career Readiness for Speaking & Listening: 1, 3, 4 Social/Emotional Learning Standards: 2 C

For next class:

1. Read: a. Chapin, S. H., O'Connor, C., & Anderson, N. C. (2013). Academically productive talk: An Overview. Chapter 1 in Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math, Grades K-6 Third Edition. Math Solutions. b. Optional: Resnick, L. B., Michaels, S., & O'Connor, M. C. (2010). How (well-structured) talk builds the mind. In D. D. Preiss (Ed.), (pp. 163– 194). New York, NY: Springer. 2. Watch: Video links As you read about each talk move, look one or more of the short video examples for each move described in the table at the end of the chapter (pages 49-63). 3. Journal entry: What public speaking / classroom discussion experience do you bring to the table? Are there concerns or problems that you wish to address in this course? 4. Prepare a speech: Why is education important / why are you a teacher? The more specific you can make this to your grade level / subject area the better. (It’s easy to give a generic speech about the importance of education – it’s harder to make the specific case for, say, 9th grade algebra. I want you to make the hard case.)

SESSION TWO: The Speaker, Teacher Presence, and Principles for Productive Discussion September 28, 2020 • Prepared speeches • Who is the speaker? o Why are you the speaker? What do you bring to the table? What do you want to accomplish? o How does your audience see you (your “ethos”)? o How do you want your audience to see you? • Nuts & bolts o Voice o Gestures and movement o Appearance o Language

Standards: Illinois Professional Teaching Standards: 6 C,E Admin Code 20.110 Literacy for Elementary: c4 A,B,D Admin Code 21.140 ELA for Middle Grades: c4 A,C,D Admin Code 27.100 ELA: s1 E,F; s2 A; x1 B; x2 B,E; y1 A,B,C,D; y2 A,B,C Common Core College & Career Readiness for Speaking & Listening: 1, 3, 4 Social/Emotional Learning Standards: 1 A,B,C

For next class: 1. Read: a. O'Connor, C., Ruegg, E., & Cassell, C. Establishing classroom discussion norms: Tips for teachers. Teaching Tool, Strategic Education Research Partnership. b. Chapin, S. H., O'Connor, C., & Anderson, N. C. (2013). How do we begin? Classroom norms for productive talk. Chapter 2 in Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math, Grades K- 6 Third Edition. Math Solutions. 2. Watch: Video links: Videos to watch as part of the reading assignment + videos we will analyze during class 3. Journal entry: What teacher identity do you want to have in the classroom, and what can you do to establish it? 4. Prepare a speech: Kick off day 1 of your K-12 class. Introduce yourself to the class and your students; remember to establish your “ethos” with the class!

12 SESSION THREE: The Audience; Creating and Sustaining a Classroom Culture October 5, 2020 • Prepared speeches • Who is the audience? o Why are they here? What do they bring to the table? What are their interests? o How do you read (and respond to) verbal and nonverbal cues from your audience? o How can you get your message across most effectively? o How can you form and maintain a positive relationship with your audience?

Standards: Illinois Professional Teaching Standards: 6 C,E,Q,R,S Admin Code 20.110 Literacy for Elementary: c4 A,B Admin Code 21.140 ELA for Middle Grades: c4 A,C,D Admin Code 27.100 ELA: s1 B,F,G; s2 B,C; x1 A,C; z1 A; z2 B,C Common Core College & Career Readiness for Speaking & Listening: 1, 3, 4, 6 Social/Emotional Learning Standards: 2 A,B,C

For next class: 1. Read: a. Ballenger, C. (2009). Puzzling moments, teachable moments. New York: Teachers College Press. [Preface, Chapter 1, Chapter 2] b. Moschkovich, J. (2017). Adapting instruction to meet the access and equity principle: Using word problems to support academic literacy in mathematics for English learners. In Marta, C., Fernandes, A., & Civil, M. (Eds). Access and equity: Promoting high-quality mathematics in grades 6-8. Reston, VA: National Council of Teachers of Mathematics. 2. Watch: Week 3 video examples 3. Journal entry: An audience can be very small – perhaps only a few people, or even only one (though we usually talk about conversations or discussions rather than speeches when on such a small scale). Write about a conversation that went sideways because the participants did not properly read cues from one another. What cues were missed? Was the conversation saved, or did it fall apart entirely? If the conversation fell apart, is there any way you think it could have been saved? 4. Prepare a speech: Make a proposal to your administration. Perhaps you want to start a new club, or arrange for a new field trip, or try out a new curricular approach in your classroom. Put together a proposal and persuade them why this is a good idea.

13 SESSION FOUR: The Occasion; Equity and Access in Classroom Discussion October 12, 2020 • Prepared speeches • What is the occasion (or context)? o What is appropriate for the occasion? o What outside events affect the occasion? • How can the teacher promote (or hinder) equity in classroom discussion?

Standards: Illinois Professional Teaching Standards: 6 C,E,F,Q,R,S Admin Code 20.110 Literacy for Elementary: c4 A,B Admin Code 21.140 ELA for Middle Grades: c4 A,C,D Admin Code 27.100 ELA: s1 A,C,F; s2 B; v1 A,B,C,D; v2 A,B,C,D; x2 A,B,C,D,E Common Core College & Career Readiness for Speaking & Listening: 1, 3, 4, 6 Social/Emotional Learning Standards: 2 A,B,C; 3 A,B,C

For next class: 1. Read: Guide your reading: Read the Cazden chapters first. The Cazden book was very influential in identifying classroom discourse as a key component in the nature of teaching and learning. The book is two decades old. How are the concerns she raises in Chapter 3 still relevant for the classrooms you have seen? Focus on Chapter 1 to see what questions she is trying to answer, and on Chapter 3 for a framework to think about how language is being used. Then read the TeachingWorks handout which outlines an approach to leading a group discussion through which students build knowledge through academic discourse. How would you apply these steps (Preparing, Framing, Orchestrating, Recording and Representing) to your discipline in particular? a. Cazden, C. (2001). Classroom discourse (2nd Edition. Heinemann. Chapters 1, 2, 3 b. TeachingWorks (2019). Leading a group discussion decomposition.University of Michigan. 2. Watch: TBA 3. Journal entry: Write about a situation in which the speaker made a critical misjudgment of a speech in some way (most likely a misunderstanding of the audience or the occasion). Maybe you were the speaker in question, or maybe it was somebody else. How did the speaker misjudge the situation, and how did the audience respond? (If you’ve already done observations and student teaching, I recommend that you write about something that happened in your field site.) 4. Prepare a speech: Something went wrong yesterday. You can decide what that was – maybe your lesson bombed, maybe there was a classroom management issue that you handled poorly, maybe it was something that happened outside the walls of your classroom, but still affects your students. Whatever it was, you know that in order to move forward in your class, you are going to need to address it. Do so.

SESSION FIVE: The Speech; Shifting Away from “Traditional Discussion” October 19, 2020 • Prepared speeches • The speech itself o Types of speeches: memorized, manuscript, extemporaneous, impromptu o General purposes of speeches: to inform, to persuade, to entertain o How do speaker, audience, and occasion inform your decisions how to organize the speech? o Planning/outlining your speech • The impromptu speech o Organizing your thoughts on the fly o Keeping calm / managing emotions o “Preparing” for “impromptu” • Storytelling as a kind of speech

Standards: Illinois Professional Teaching Standards: 6 C,E,F,Q,R,S Admin Code 20.110 Literacy for Elementary: c4 A,B,C Admin Code 21.140 ELA for Middle Grades: c4 A,B,D Admin Code 27.100 ELA: s1A,C,F; s2 B; v1 A,B,C,D; v2 A,B,C,D; x2 A,B,C,D,E; y1 A,B,C,D; y2 A,B,C Common Core College & Career Readiness for Speaking & Listening: 1, 3, 4, 6 Social/Emotional Learning Standards: 2 C

For next class: 1. Read: a. Goldman, S. R. (2018). Discourse of learning and the learning of discourse. Discourse Processes, 55(5-6), 434-453. b. If you have time, check out the breakdown of discussion for your discipline from TeachingWorks: i. Science: Leading a Group Discussion in Science ii. English Language Arts: Leading a Group Discussion in ELA iii. Math: Leading a Group Discussion in Math iv. Social Studies: Representation of Leading a Discussion in Social Studies / Tool for Decomposing Areas of Work Involved in Leading a Group Discussion 2. Watch: TBA 3. Journal entry: Describe a classroom discussion (perhaps one from your student teaching site, perhaps one from an undergraduate class, perhaps one from your own K-12 experience) that either went exceptionally well, or which had some very definite and unfortunate bumps along the way. What went well? What didn’t go well? How could it have gone better? 4. Prepare a speech: Introduce a lesson or unit to your class. This is to be an informational speech about a very technical or complex topic (relative to the grade level and subject you are teaching) – organization and clarity are critical so

15 that your students do not get confused! Make sure to segue into an activity at the end of the speech. (You don’t actually have to do the activity with us – but I want you to practice segueing into an activity so that you don’t fall into the trap of just lecturing all the time!)

SESSION SIX: Designing Discussion-Based Tasks October 26, 2020 • Prepared speeches • Listening to a speech o Being a good listener (active vs. passive ;listening) o Barriers to listening o Mapping the speech • Assessing a speech (or other oral project) in the classroom o Is it an individual presentation or a group project? o Is it a speech, a skit, a discussion, a debate, a poster project, etc? o Was everyone assigned an oral presentation, or is it an alternative option to a written assessment, such as a paper or quiz? o Designing a good rubric – is the focus content or style? o Keeping clear expectations

Standards: Illinois Professional Teaching Standards: 6 C,H,R Admin Code 20.110 Literacy for Elementary: c4 B Admin Code 21.140 ELA for Middle Grades: c4 D Admin Code 27.100 ELA: s1 D,F,G,H; s2 D; v1 B,C,D; v2 A,B,C,D; z1 A,B,C,D; z2 A,B,C,D,E,F Common Core College & Career Readiness for Speaking & Listening: 3 Social/Emotional Learning Standards: 1 A,B; 2 A,B,C

For next class: 1. Read: a. Haroutunian-Gordon, S. (2014). Interpretive discussion. Cambridge, MA: Harvard Education Press. [Chapters 1, 2, 3] b. Minigan, A. P., Westbrook, S., Rothstein, D., & Santana, L. (2017). Stimulating and Sustaining Inquiry with Students' Questions. Social Education, 81(5), 268–272. 2. Watch: TBA 3. Journal entry: Describe an oral presentation that students in your class will have to make, and design the assessment that goes with it. This may be either a solo or group presentation. 4. Prepare a speech: Assign the presentation from your journal entry to us. Your instructions should be clear. Also be clear how the project will be assessed.

16 SESSION SEVEN: Listening and Questioning; Interpretive Discussion November 2, 2020 • Prepared speeches • Interpretive discussion o Types of questions (interpretive, evaluative, fact)

For next class: 5. Read: a. DuBois, W.E.B. (TBD) b. Park, J., Michaels, S., Affolter, R., O'Connor, C. (2017). Traditions, Research, and Practice Supporting Academically Productive Classroom Discourse. In Oxford Research Encyclopedia of Education. Oxford University Press. c. Optional: i. Schwartz, K. (2017). Using a jigsaw activity to help every student engage with literature. KQED Mindshift. [Article + Video] ii. STEM Teaching Tools: Student Talk Flowchart and Protocols. iii. Levine, S. (2018). When Designing Discussions in English Language Arts and in General. Course Handout, Sarah Levine, Stanford University. iv. Napell, S. M. (1976). Six Common Non-Facilitating Teaching Behaviors. Contemporary Education, 47(2), 79-82. 6. Watch: TBA 7. Journal entry: What is a discussion-based lesson that you think would work well in your own classroom? Give an idea of the topic and how you would structure the lesson. If you have already written lesson plans in previous classes, you may put this into a lesson plan format. Otherwise, you can outline how you see the activity playing out. Identify potential sticking points and how you might help the class move beyond them. 8. Prepare a speech: Let’s revisit storytelling as a kind of speech. Tell me a story that can be used as a hook into a lesson. This should not be an informational speech – it should be a story that can help catch your students’ interest. At the end of the story, segue into the topic of your intended lesson.

17 SESSION EIGHT: Interpretive Discussion Part 2; Speech as Communication November 9, 2020 • Prepared speeches • Interpretive discussion (DuBois) • Speech is communication o How do we bring these principles to a smaller scale? Small group or one- on-one situations? o What about group discussions, where everyone is expected to talk? o What about collaborative group work, where the group is expected to generate a product? o How do the principles of spoken communication relate to written communication? • Oral communication standards

Standards: Illinois Professional Teaching Standards: 6 E,F,S Admin Code 20.110 Literacy for Elementary: c4 A,B,C Admin Code 21.140 ELA for Middle Grades: c4 A,B,D Admin Code 27.100 ELA: s1 C,E,F,G; s2 F Common Core College & Career Readiness for Speaking & Listening: 1, 3, 4, 6 Social/Emotional Learning Standards: 1 A,B,C; 2 A,B,C; 3 A,B

For next class: 1. Read: a. Discussion cluster from DuBois discussion b. Oral communication standards 2. Watch: TBA 3. Journal entry: How can the ideas of interpretive discussion or interpretive questioning be brought into your own classroom? Try to include at least one specific example. 4. Prepare a speech: You are meeting either with a student or a student’s parent to discuss an issue that concerns you. Perhaps you are worried about the student’s academic performance, behavioral issues, or social emotional health. Be sure to approach the topic in a sensitive way, but make sure that your concerns are clear.

18 SESSION NINE: Managing Difficult Situations November 16, 2020 • Prepared speeches • Communication in difficult situations o General classroom management o Addressing sensitive or controversial topics o Maintaining respectful interactions with those who disagree with you o Managing emotional responses (including your own!) o Resolving disputes

Standards: Illinois Professional Teaching Standards: 6 S Admin Code 20.110 Literacy for Elementary: c4 A,B Admin Code 21.140 ELA for Middle Grades: c4 A,D Admin Code 27.100 ELA: x1 A; x2 C; y2 A,B,C; z1 A,B,C,D; z2 A,B,C,D,E,F Common Core College & Career Readiness for Speaking & Listening: 1, 3, 6 Social/Emotional Learning Standards: 1 A,B,C; 2 A,B,C,D; 3 A,B,C

For next class: 1. Journal entry: What is your largest takeaway from this class as it applies to teaching? 2. Prepare a speech: The final speech will be a 10-minute presentation, including multimedia as necessary. This can either be an informational presentation related to your discipline area (perhaps part of a lesson you might give in a class), or related to an educational issue that is important to you (that you might give at an assembly or faculty meeting, for instance).

SESSION TEN: Final presentations November 23, 2020 • Final presentations • Wrapping it all up

SESSION ELEVEN: Final presentations (if needed) November 30, 2020 • The goal is to complete all final presentations during Session 10, so that no meeting is necessary during exam week. However, if final presentations were not completed during Session 10, we will meet one more time during exam week to finish the remaining presentations.