Content Outline Samuel Levinson For the public speaking course, I plan to offer the class material in the

form of written and video lectures. Assessments will be relied on to learn of student strengths, and also of areas where students need to improve. here will be man! opportunities to improve, as students work towards a greater understanding of becoming a public speaker. "art of this program involves helping students to be on the same level of all classmates, through feedback on assessments. hroughout the program, students should become more confident in public speaking, learn how to use online methods of speaking to an audience via technolog! such as a webcam and #oogle $angout, and also overcome public speaking related an%iet!. Students should feel free to ask &uestions about public speaking, in order to have a greater understanding.

Strateg! o present material that builds upon the continuation of material in class, with an emphasis on student confidence and making improvements. Students will graduall! become comfortable with public speaking, and the! will be presented with the technolog! and methods needed to conduct public speaking in an online environment. '! presenting this class online, students will have the benefit of speaking publicl! to a diverse audience, and also know how to use the internet to speak with an audience that ma! potentiall! include those who are local and located abroad. herefore, the online format provides the skills needed for speaking publicl! to an audience offline and online. '! the conclusion of the class, students should have confidence and an understanding of public speaking,

that is derived from building upon each lesson. his is part of a strateg! that will hopefull! allow students to master various public speaking areas.

heor! Students in this program ma! have a lack of confidence in public speaking, and b! providing the information the! need in lessons, students will become confident and have an improved wa! of viewing the topic of public speaking. his will lead to student success. One(s background should be considered. Although the students in this program will potentiall! have various backgrounds, with the common goal of improving in public speaking and overcoming public speaking an%iet!. From m! audience anal!sis, I learned that man! individuals seek to have greater confidence and abilities in public speaking, therefore this is common among potential participants from various backgrounds. he ma)orit! of potential participants are also moderatel! an%ious. he an%iet! that participants feel related to public speaking ma! be related to confidence, therefore, through the lessons participants will gain confidence and overcome the an%iet! in the process.

Implementation *. +se discussion boards to allow students to have a forum to communicate. $ave weekl! topics for discussion and set rules for sta!ing on topic. ,elate the discussion boards to weekl! lessons, allow students to ask &uestions about lessons and material. Some assignments will be related to discussion boards, such as posting a link to a student -ou ube video of a self.introduction speech.

/. "ost video lecture links from the instructor and also reading materials and instructions on chapters to read in a te%tbook or te%tbooks. his is a ma)or part of delivering lessons and essential information to students. 0. "lace emphasis on internet communication technolog!, including video cameras or webcams and software such as #oogle $angout. 1. "rovide links to websites such as 2,IC that will be helpful for students in finding information that ma! be used in a researched public speech. Libraries and databases are important for students to access as a part of research.

S!llabus Introduction to "ublic Speaking and Overcoming An%iet! Facilitator: Instructor Samuel Levinson Time/Date/Place: his course is delivered online. All discussions and assignments will be posted on the instructor(s website, and there will be web links to additional websites associated with the course. he schedule for the course is weekl!, with the first da! of the week of class beginning on 3onda!. Office Hours: Students ma! communicate with the instructor via telephone from 4566 am to 7566 pm, 3onda! through Frida!. In addition to this, students ma! also e.mail the instructor and post comments and &uestions on the Class Information discussion board topic. Texts: he te%ts for this class will be posted on the weekl! discussion boards. An! additional te%ts will be described on the discussion boards and through e.mail.

Description: his course is designed as an introduction to public speaking. It is an entr! level public speaking workshop. Students will learn public speaking skills that will prepare them for more advanced public speaking classes. he improvement of public speaking abilities of the participants is essential to this course. Students will learn how to speak effectivel! to a diverse audience, communicate ideas to an audience of their peers, and become confident in speaking publicl!. Students will become accustom to public speaking b! the conclusion of the course. he course is eight weeks and delivered via distance learning online. Students will participate in their own learning and the learning of their peers b! offering feedback based on student speeches. he class includes the use of internet communication methods, such as discussion boards, a video sharing website such as YouTube, and also Google Hangout as a method of live video communication between students and the instructor. Students are e%pected to complete all assignments and submit them b! the due date.

Learning Goals: 8 8 8 8 Successfull! research a topic that will be the sub)ect of a written speech. Learn how to communicate with peers via #oogle $angout. 9rite and deliver speeches publicl!. 'uild confidence in speaking publicl! and overcome an%iet! related to public speaking. 8 Improve in public speaking areas such as proper tone of voice, e!e contact, limiting speaking errors, and sta!ing within the time limit for the speech. 8 Listen to and anal!:e student speeches, knowing the proper feedback to provide.

Requirements: Students will be evaluated based on their understanding of the assignments and their performance in public speaking. Included in this performance is class participation through the feedback for one(s peers. 9eekl! ;iscussion 'oards <7 "oints per week=5 Students are re&uired to post on the discussion boards each week, answering the weekl! prompts and &uestions. In addition to this, students should repl! to the posts of their peers. Students are re&uired to answer at least five posts of their peers, and answer at least two students who replied to their original post. Specific topics will be posted on the discussion boards. For more information, please view the discussion boards on the instructor(s website. Self.Introduction Assignment <6 points=5 Students will prepare for a self.introduction speech b! taking notes and answering &uestions about themselves. his will be the basis of a self.introduction speech that students will write and submit to the instructor for non. graded evaluation. Students will revise their written speech based on instructor feedback and record a three to five minute video for viewing b! the instructor and one(s peers. Students will view the videos of their peers and offer feedback. Additional assignment information will be posted on the week(s discussion boards. his assignment is designed to assist the student in writing a speech, it is a learning e%perience, and it is not graded. Self.Introduction Speech <07 "oints=5 Students will deliver a three to five minute speech based on their written self.introduction speech. +sing the da! and time designated on the discussion boards for the week, students will arrive in an online meeting via #oogle $angout. he speech will be delivered online using a webcam. Students will be graded

based on criteria including keeping e!e contact with the camera, speaking with the proper tone of voice, limiting speaking errors, wearing appropriate attire, keeping content appropriate for the audience <one(s peers=, using proper grammar, and sta!ing within the time limit. opic ,esearch Speech <16 "oints=5 Students will choose a topic of their choice to research in preparation for their topic research public speech. Links to websites for research will be provided via the week(s discussion boards and in the web links section of the class website. It is recommended that students use the Self.Introduction Speech and feedback the! received as a guide to follow when working on this opic ,esearch Speech. A date and time will be assigned, and students will attend a #oogle $angout meeting to deliver their speech following the criteria of keeping e!e contact with the camera, speaking with the proper tone of voice, limiting speaking errors, wearing appropriate attire, keeping content appropriate for the audience <one(s peers=, using proper grammar, and sta!ing within the time limit. Students will need to provide a list of resources the! used in writing and delivering their speech. "ower"oint Assignment on opic ,esearch Speech <'onus /7 "oints=5 Students will have the opportunit! to earn an addition /7 points b! completing a "ower"oint presentation based on their opic ,esearch Speech. his presentation will be designed to enhance the speech and will be presented during the speech. he "ower"oint "resentation must also be posted to the discussion boards for student and instructor viewing. he "ower"oint presentation must be detailed as it relates to the topic that the student selects for their public speech, and a list of resources must be provided in the conclusion "ower"oint slide. he assignment is not re&uired, however, it is highl! recommend as it ma! enhance

the speech and provide an opportunit! for additional points. Grading: Assignment 9eekl! ;iscussion 'oards for > 9eeks Self.Introduction Assignment Self.Introduction Speech opic ,esearch Speech Points otal of 16 "oints for > 9eeks 6 "oints 07 "oints 16 "oints

'onus opic ,esearch Speech "ower"oint /7 "oints "resentation

#rades are assigned based on the following scale5 8 8 8 8 8 8 8 8 8 8 8 A? **/ and above A *** A. *64 to **6 '? *6> to *64 ' *6@ to *6A '. *6/ to *67 C? 4A to *61 C 47 to 4@ C. 46 to 41 ; >7 to 40 F >1 and below

Course Schedule

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'egin work on Self.Introduction Assignment. "articipate on the weekl! discussion boards. Submit Self.Introduction Assignment b! the end of the week. Attend the #oogle $angout meeting and deliver !our Self.Introduction speech to !our peers. ,eview student speeches and give feedback to !our peers. "articipate on the weekl! discussion boards. Finish an! peer feedback forms for !our classmates and post them to the discussion boards. 'egin working on !our speech for the opic ,esearch Speech. "articipate on the discussion boards. Consider working on the "ower"oint "resentation. "articipate on the discussion boards. Continue working on !our opic ,esearch Speech. "articipate on the discussion boards. Continue working on !our opic ,esearch Speech. "articipate on the discussion boards. Continue working on !our opic ,esearch Speech. opic ,esearch Speech and "ower"oint "resentation. "rovide feedback to !our peers using the feedback forms, and post the forms to the discussion boards.

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Instructional Session 9eeks * and / imeline5 On da!s one through three of the first week, students will work on the self. introduction assignment. he assignment will be submitted to the instructor for feedback. he student will write a speech for receiving instructor feedback. On da!s four through five, students will record a video of themselves delivering their speech. he video will be shared with the instructor for feedback via a ;B; or other format such as a video sharing website. Students will then record a revised video and post the video to the video sharing website -ou ube, for student and instructor feedback. he recorded speeches of students will be reviewed b! their peers, and feedback will be given on the weekCs discussion boards. hroughout the week, students will also participate on the week one discussion boards, answering instructor &uestions and following the weekl! prompts. In week two, on da!s one through three, there will be a focus on the student(s live public speech via #oogle $angout. his live Self.Introduction Speech delivered via #oogle $angout will be evaluated for a grade b! the instructor. Students will provide feedback to their peers using feedback forms during speeches. he forms will be submitted to the instructor. Some forms ma! be posted to the week two discussion boards, given further instruction from the instructor. On da!s four through five, students will continue to evaluate the speeches of their peers, if all students had not had the time to deliver their speech earlier in the week. he instructor will evaluate ever! student speech using feedback forms, and provide a grade based on the assigned criteria and content of the speech. he emphasis for the rest of this week will be on the completion of all student speeches and providing feedback.

tudent elf!"ntroduction Assignment #$efore %riting t&e speec&': Self.Introduction Form "lease use this form as a starting point, as !ou prepare to write !our Self.Introduction speech. Dame5

2ducational 'ackground5

Occupation5

#oals for this course5

#oals for the future5

$obbies5

Interesting Facts5

tudent Feed$ac( Form: "lease use the following check list and surve! form to evaluate a classmate(s self introduction video.

-our name5 Dame of classmate observed5

Euestion

-es

Do

Scale of * to 7 <* representing poor performance, 7 representing high &ualit! performance.=

Comments

;oes the speaker keep e!e contact with the cameraF ;oes the speaker speak with the proper tone of voiceF ;oes the speaker produce an! errors <such as GumsH= during the speechF ;oes the speaker wear proper attireF Is the content of the speech appropriate for the audienceF < his ma! include the individuals who are watching the speech video.=

;oes the speaker use proper grammarF ;oes the speaker sta! within the acceptable three to five minute speaking time limitF

"lease share an! other comments that !ou ma! have about the speaker(s video presentation5

+pon completion of this check list and surve!, please submit this form to !our instructor, and use another new check list and surve! form to evaluate another classmate(s video presentation. hank !ou for !our input.