Create An Engaging Learning Experience Part 2 Group

Discussion Create An Engaging Learning Experiencepart 2grouping Info

Discussion: Create an Engaging Learning Experience—Part 2 Grouping Information: This Discussion is conducted in groups. Please see the Announcements area for grouping information from your instructor. Click on the Week 4 Discussion link below, then click on the link to your assigned group's thread. Be sure to check for an updated Announcement at the beginning of each week as your instructor may elect to periodically update grouping assignments. Scenario: You are part of a faculty team that has been asked to revise a Public Speaking course for third-year college students. As part of your revision, you plan to create engaging learning experiences that will help students develop the following skill categories addressed by Barkley in this week’s readings: Synthesis and Creative Thinking Problem Solving Application and Performance. You will employ the format from Barkley's text, using the following as the Description and Purpose: Third-year college students are required to take a public speaking course. In their first class, they must give a 5-minute speech on a topic of their choice. Devise an engaging strategy that leads each student through the process of selecting a topic, preparing, and presenting this 3-minute mini-speech to their classmates. By Day 3 Use strategies from your Learning Resources to add “Step-by-Step Directions” for an engaging learning experience for this class of 100 third-year college students. Post your activity for your team to review. Provide justification for your choice of strategies.

Paper For Above instruction

Introduction

Revamping a public speaking course for third-year college students necessitates the integration of engaging learning strategies that foster higher-order skills such as synthesis, creative thinking, problem solving, and application. Drawing from Barkley's framework, the revised curriculum aims to cultivate these skills through structured, student-centered activities that guide learners from topic selection to presentation. The overarching goal is to enhance students' confidence, creativity, and competence in public speaking, thereby preparing them for real-world communication challenges.

Developing an Engaging Strategy

The primary objective is to design an activity that immerses students in the process of crafting a compelling 3-minute speech, emphasizing active learning and skill application. Considering the large class size of 100 students, the strategy should be scalable, participatory, and capable of providing personalized feedback. To achieve this, a multi-phase approach integrating collaborative planning, peer feedback, and reflective practice is ideal.

The proposed activity begins with students brainstorming potential topics in small groups or via an online discussion forum, encouraging synthesis and creative thinking as they combine personal interests with current events or issues relevant to their lives. Students then utilize structured prompts to develop their speech content, applying problem-solving techniques to organize ideas logically and creatively. The final step involves practice presentations in smaller breakout groups, fostering application and performance skills, followed by peer and instructor feedback.

Step-by-Step Directions

1. Introduction and Orientation (Day 1): Begin with a brief instructional session on the importance of selecting engaging topics and effective speech structure. Introduce the activity’s objectives aligned with Barkley's skill categories.

2. Topic Brainstorming (Day 1): Students form small groups or participate in an online forum to brainstorm a list of potential speech topics. Encourage the use of diverse sources and personal interests to stimulate creative thinking.

3. Concept Development (Day 2): Each student selects a topic from their group's brainstorm or discussion forum. They then develop their speech using guided prompts that help synthesize information, identify key messages, and plan a logical structure (introduction, body, conclusion).

4. Practice and Peer Feedback (Day 3): Students break into smaller groups or breakout rooms to deliver a 2-3 minute practice speech. Peers provide constructive feedback based on criteria such as clarity, engagement, and organization. Students revise their speech accordingly.

5. Final Presentations (Following Class): Students give their final 3-minute speeches to the class, demonstrating application and performance skills. Instructors observe and provide formative feedback.

Justification of Strategies

The chosen strategies promote active engagement, peer learning, and iterative improvement—all grounded in research emphasizing the effectiveness of collaborative and reflective learning. Small group discussions and peer feedback foster a supportive environment that enhances motivation and reduces anxiety (McCroskey & McCroskey, 2017). Structured prompts guide students in critical thinking, synthesis, and creative development, aligning with Barkley's skill categories. Practice sessions enable students to apply learned concepts in a safe setting, building confidence and fluency (Bean, 2011). This multi-phase model ensures that students are not passive recipients but active constructors of knowledge, facilitating deeper learning and skill mastery.

Conclusion

Designing an engaging learning experience for a large public speaking class involves scaffolding opportunities for synthesis, creative thinking, problem solving, and application through collaborative activities and iterative practice. By integrating these strategies, the course can effectively prepare students for effective oral communication, fostering confidence and skill flexibility necessary for academic and professional success.

References

• Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass.
• McCroskey, J. C., & McCroskey, L. L. (2017). Communication in the Classroom: A Research-Based Approach. Peter Lang Publishing.
• Barkley, E. (2020). Student Engagement Techniques: A Handbook for College Faculty. Jossey-Bass.
• Galanes, G. J., & Davis, N. B. (2019). Effective Group Discussion and Decision-Making: A Guide for Teachers and Trainers. Routledge.
• Murphy, J., & Candler, C. (2019). Active Learning Strategies in Higher Education. Wiley.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
• Johnson, D. W., & Johnson, R. T. (2019). Joining Together: Group Theory and Group Skills. Pearson.
• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
• Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.