Artifact Reflection

Title: Informative Speech

Date: Summer 2012
Artifact Description:
The following artifact is an outline for a speech I presented during Fundamentals of Speech at
Highland Community College in Freeport, Illinois. It was a seven-minute presentation informing
the class about Shredford, an industrial-sized paper shredder on campus that I named while
working as a work study in the Admission and Records Department. The outline is comprised of
the introduction, body, conclusion and thesis as well as the general and specific purpose of my
presentation. Also included as artifacts are the rubric indicating the grade the speech received
and a print out of the eight slides shown in my PowerPoint presentation. The PowerPoint was
displayed as I was delivering my speech giving me the opportunity to actively use technology
alongside instruction.
ALIGNMENT
Wisconsin Teacher Standard Alignment:
This experience best aligns with standard six of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom. This experience aligns with standard six because the speech
allowed me to inform the class about an unknown topic in a creative way. The outline proves my
ability to organize a topic into simple parts as well as my ability to transition and conclude
cohesively. The grade I received and the reaction from my peers proves that I am able to
engage an audience with even the most ridiculous topic. This is important because a teacher
must have conviction in every facet of his/her instruction to encourage student interest.
Additionally, my PowerPoint presentation served as an instructional media aid that helped
students better understand my topic. This is important because with understanding students are
better able to make connections and learn for retention.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This experience best aligns with KSD3.a of the UW-P School of Education Knowledge, Skill and
Disposition statements which says: The candidates spoken and written language are correct,
expressive and clear, with well-chosen vocabulary that enriches teaching and communicates
thoughtfully, responsively, and effectively for a wide range of student understanding and
encourages appropriate student language development. This experience aligns with this
standard because I was able to express myself clearly and accurately with both verbal and
written cues throughout my speech. Media communication made written cues possible and
allowed students to strengthen their understanding of new concepts while I was still speaking.
Secondary Alignment:
KSD3.c Engages Students in Learning
KSD3.e Demonstrates Flexibility and Responsiveness
KSD4.e Grows and Develops Professionally
REFLECTION
What I learned about teaching/learning:

For me, this speech has reaffirmed the importance of a teachers understanding and using
effective verbal, nonverbal, and media communication techniques. It is necessary for teachers
to value many modes of communication and understand people seek to communicate
differently. They must be thoughtful and allow different types of communication to take place in
their classroom about topics relevant to their students. Being able to inform my class about a
paper shredder I named, operated and decorated frequently allowed me to recognize the power
of language and its connection to self-expression and identity. My use of a computer visual aid
enriched my peers learning opportunities, let me clearly express myself, and allowed me to
deliver my speech with supported conviction.
What I learned about myself as a prospective educator:
This speech was the perfect outlet for me to express my creative thinking to my class. It allowed
me to organize my thoughts and be able to share them using effective verbal, nonverbal, and
media communication techniques. I was able to foster active inquiry from my peers since they
were uncertain of specific details regarding such an unusual topic. I learned the importance of
engaging delivery and conviction. Without them students are less likely to learn or express
themselves through speaking, writing or other media. I know now, after putting myself in front of
twenty plus college students, that there should be no fear in a teachers instruction no matter
what the content because how they choose to express themselves proves their conviction
through their verbal, nonverbal and media choices. I understand that, as an educator, I must
encourage many forms of communication and always encourage student collaboration and
interaction in my classroom.