Oral Communication in the Disciplines

Deanna P. Dannells, Patricia R. Palmerton

Description

Oral Communication in the Disciplines: A Resource for Teacher Development and Training is the first of its kind to provide a clear and straightforward strategic framework to guide teachers as they incorporate oral communication activities into their courses. This all-encompassing empirically and theoretically grounded book helps to ensure that communication is not just added, but thoughtfully incorporated in meaningful, context-specific ways.

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 01 octobre 2016
• Nombre de lectures: 6
• EAN13: 9781602358553
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Praise for Oral Communication in the Disciplines: A Resource for Teacher Development and Training . . .
It is a challenge to engage my undergraduate engineering students in oral communication, let alone increase their awareness of the importance of communication in the discipline—especially in an age of decreasing face-to-face communication. This book not only provides a number of ways to implement communication assignments, but it also explains the value of doing so. Additionally, this book goes further in addressing more subtle issues such as how to manage facework in my classroom, and how to deal with inevitable conflict students might face when doing oral communication assignments. It is an outstanding reference.
—Dr. Jon P. Rust, Professor of Textile Engineering, Alumni Distinguished Undergraduate Professor, North Carolina State University
Working with engineering students in a career services capacity, I see the need for students to feel confident communicating in the real world. While many colleges and universities have very strong communication programs, STEM students won’t learn communication skills specific to their fields simply by taking a required general education course. These students need to be introduced to applications specific to what they’ll face in a work environment and hence faculty and staff need to be skilled in integrating oral communication into their curriculum. I am confident that Oral Communication in the Disciplines: A Resource for Teacher Development and Training can provide the guiding philosophy for instructors who are outside of the field of communication, ultimately resulting in well-rounded students in every discipline.
—Krysta Kirsch, Employer Relations and Recruiting Manager, Engineering Career Services, The Ohio State University
Oral Communication in the Disciplines: A Resource for Teacher Development and Training is the first of its kind to provide a clear and straightforward strategic framework to guide teachers as they incorporate oral communication activities into their course. This all-encompassing empirically and theoretically grounded book helps to ensure that communication is not just added, but thoughtfully incorporated in meaningful, context-specific ways. The practical examples and planning worksheets will guide the most inexperienced instructors and also help experienced teachers to rethink and re-evaluate their activities and assignments. The incorporation of facework and feedback helps to demystify the evaluation process. This book is a must-have for any instructor who wants to incorporate meaningful oral communication activities.
—Dr. April Kedrowicz, Assistant Professor, Department of Clinical Sciences, College of Veterinary Medicine, North Carolina State University


Oral Communication in the Disciplines
A Resource for
Teacher Development and Training
Deanna P. Dannels, Patricia R. Palmerton,
and Amy L. H. Gaffney
Parlor Press
Anderson, South Carolina
www.parlorpress.com


Parlor Press LLC, Anderson, South Carolina, USA
© 2017 by Parlor Press.
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Names: Dannels, Deanna P., author. | Palmerton, Patricia Ruby, author. |
Gaffney, Amy L. H., 1982- author.
Title: Oral communication in the disciplines : a resource for teacher
development and training / Deanna P. Dannels, Patricia R. Palmerton, and
Amy L. H. Gaffney.
Description: Anderson, South Carolina : Parlor Press, [2016] | Includes
bibliographical references and index.
Identifiers: LCCN 2016031994 (print) | LCCN 2016039855 (ebook) | ISBN
9781602358522 (pbk. : alk. paper) | ISBN 9781602358539 (hardcover : alk.
paper) | ISBN 9781602358546 (pdf) | ISBN 9781602358553 (epub) | ISBN
9781602358560 ( ibook) | ISBN 9781602358577 (Kindle)
Subjects: LCSH: Communication in education. | Teachers--Training of.
Classification: LCC LB1033.5 .D42 2016 (print) | LCC LB1033.5 (ebook) | DDC
371.102/2--dc23
LC record available at https://lccn.loc.gov/2016031994
978-1-60235-852-2 (paperback)
978-1-60235-853-9 (hardcover)
978-1-60235-854-6 (PDF)
978-1-60235-855-3 (ePub)
978-1-60235-856-0 (iBook)
978-1-60235-857-7 (Kindle)
The cover design for this book depicts the waveform, or spectral display, of its title Oral Communication in the Disciplines: A Resource for Teacher Development and Training being spoken into digital audio software. The designers, Brian Gaines and April O’Brien, sought to illustrate the nature of the text’s focus on oral communication while simultaneously capturing this phenomenon visually.
Printed on acid-free paper.
1 2 3 4 5
First Edition
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper, hardcover, and digital formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, SC 29621, or email [e-mail].


Figures and Tables
Figure 2.1. Strategic Framework for Oral Communication in the Disciplines
Table 2.1. Planning Questions: Relevant Objectives and Outcomes
Table 3.1. Planning Questions: Considering the Institutional Context
Table 3.2. Planning Questions: Managing Institutional Challenges
Table 4.1. Planning Questions: Informal Communication Activities
Table 4.2. Types of Content-Focused Questions
Table 4.3. Questions to Expand Ways of Thinking
Table 4.4. Holding Students Accountable for Informal Communication Activities
Figure 4.1. Template for Informal Communication Activities
Figure 4.2. Sample Informal Communication Activity (Rotating Discussion). Adapted from an exercise created by created by Professor George Vane, Hamline University.
Figure 4.3. Sample Informal Communication Activity (Less Structured). Exercise created by Professor George Vane, Hamline University.
Figure 4.4. Sample Informal Communication Activity Template (Gallery Walk). Adapted from: http://serc.carleton.edu/introgeo/gallerywalk/examples.html
Table 4.5. Sample Discussion-Based Informal Communication Activities
Table 4.6. Sample Micro Presentation Informal Communication Activities
Table 4.7. Sample In-Class Debate Activities
Table 4.8. Sample Dialogue and Role Plays
Table 4.9. Sample Pair/Group Work
Table 4.10. Sample Visual Activities
Table 5.1. Scaffolding Informal Communication Activities
Figure 5.1. Template for Formal Communication Assignments
Table 5.2. Presentation-Focused Communication Assignments
Table 5.3. Interview or One-to-One Focused Communication Assignments
Table 5.4. Debate-Focused Communication Assignments
Figure 5.2. Formal Communication Assignment Example, Progress Presentation
Figure 5.3. Formal Communication Assignment Example, Introduction Presentation
Figure 5.4. Formal Communication Assignment Example, Pin Up
Table 6.1. Types of Communication Apprehension
Table 6.2. Signs of Communication Apprehension
Table 6.3. Effects of Communication Apprehension
Table 6.4. Communication Apprehension Treatments
Table 6.5. Setting up Your Classroom to Reduce Communication Apprehension
Table 7.1. Typical Participation Patterns
Table 7.2. Influences on Participation
Table 7.3. Processes that Facilitate Discussion
Table 7.4. Responsibilities of Facilitators and Participants in Discussion
Table 8.1. Critical Issues in Group Work
Table 8.2. Communication Behaviors Associated with Leadership Functions
Table 8.3. Special Considerations for Managing Virtual Groups
Table 8.4. Scaffolding Support for Group Work in Your Class
Table 9.1. Common Conflict Phenomena
Table 9.2. Strategies for Setting Up a Classroom to Prevent Conflict
Table 9.3. Statements for Collaborative Conflict Resolution
Table 10.1. Key Definitions of Diversity Terms
Table 10.2. Common Language and Perception Differences between Men and Women
Table 10.3. Ways to Deal with Racist, Sexist, and Ethnocentric Behaviors in the Classroom
Table 11.1. Planning Questions: Evaluating Oral Communication
Table 11.2. Genre-Specific Considerations for Evaluation
Figure 11.1. Form for Students to Evaluate Discussion Performance of Themselves and Their Peers.
Figure 11.2. Evaluation Form for Students to Provide Feedback on a Classmate as Discussion Leader. Used with permission from Diane Clayton, Asian Studies, Hamline University.
Figure 12.1. Sample Holistic Grading Rubric to Evaluate a Group Proposal of Project Topic
Figure 12.2. Sample Categorical Rubric: Presentations about Light in Physics for Teachers. Used with permission from Jon D. H. Gaffney, Physics and Astronomy, Eastern Kentucky University.
Figure 12.4. Sample Combined Rubric for Design Final Presentation
Table 12.1. Translating Outcomes into Teachable, Measureable, and Observable Criteria
Table 12.2. Example Anchors for Rubrics
Table 12.3. Criteria and Possible Descriptions in Different Disciplines
Table 13.1. Implementing Tact, Solidarity, and Approbation in Instruction


Acknowledgments
W e are grateful to the many people who have contributed to this text and our scholarship throughout the years. David Blakesley’s support of this project has been vita