COM281: Principles of Speech Education

Spring 2016

Instructor:Anna Wright Office Hours: Tuesdays 2-3 pm or by appointment

Office:Fell 402 Phone:309-438-2872

Email:Class time: TR 3:35-4:50

Classroom: Fell 116

COURSE DESCRIPTION

The general objective of the curriculum is to provide tools for the teacher candidate to develop as a competent teacher. Specifically, this class will explore theories and principles of effective instructional strategies and oral communication content to teach fundamentals of communication and to assist the teacher candidate in meeting the English Language Arts Content Standards for Teachers and the Illinois Professional Teaching Standards related to reading instruction.

Additionally, this course, in conjunction with the Communication Education pedagogical sequence, is designed to support Illinois State University’s historic and enduring commitment to prepare teachers who will be responsive to the ethical and intellectual demands of a democratic society. This course contributes to this mission by providing a framework for understanding the varying strategies available for helping all students, regardless of background or ability, improve their oral and written communication skills, and enable them to participate more effectively in the democratic process.

GENERAL COURSE OBJECTIVES

  • Understanding Who We Are – Defining the Communication Education program - what we teach and how we fit into the educational process
  • Knowing the expectations for good teaching and learning - Identifying, understanding, and implementing secondary level communication and Language Arts standards and competencies established by state and professional organizations
  • Knowing what to teach - Establishing instructional content areas designed to accomplish the English Language Arts Content Standards especially in reading, written and oral communication and building a resource file of those topics
  • Being involved -To increase knowledge and skills in co-curricular activities and professional development including speech, debate, and drama
  • Being effective -Determining various instructional methods of presenting those content areas effectively in a multi-delivery and educationally-viable manner
  • Being adaptive -Exploring recognition and resolution strategies of dealing with special communication needs in a multi-cultural classroom
  • Validating teaching -Implementing reliable and relevant student/faculty assessment mechanisms to determine if competencies have been achieved
  • Teaching ethically - Understanding the power of communication and the ethical responsibilities of being a teacher

COURSE MATERIALS

  • 1 gig or larger capacity flash (thumb) drive or a filing system (binder, large box, filing cabinet, etc.)
  • Photocopying for sharing materials with class (in lieu of purchasing a textbook)
  • Gateway 1 Met (Including criminal background check)
  • Recording device

READINGS

Book, C. L. (1989). Communication education: Pedagogical content knowledge needed. Communication Education, 38, 315-321.

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2008). Using discussion pedagogy to enhance oral and written communication skills. College Teaching, 56, 163-172.

Hobbs, R. (2004). Media literacy, general semantics, and K-12 education. ETC, 1, 24-29.

Hunt, S., Wright, A., Simonds, C. (2014). Securing the future of communication education: Advancing an advocacy and research agenda for the 21st century. Communication Educaiton, Online, 1-13.

Palmer, E. (2014). Teaching the core skills of listening and speaking. Alexandria, VA: ASCD. [Chapters 8 & 9]

Stephens, E. C. & Brown, J. E. (2005). Content literacy: Identifying the issues. In Author (Eds.), A Handbook of Content Literacy Strategies: 125 Practical Reading and Writing Ideas, (2nd ed., pp. 1-11). Norwood, MA: Christopher-Goradon.

Viadero, D. (2009). Researchers try to promote students ability to argue; a little-developed skill gets fresh recognition for school life. Education Week, 29(3), 14.

COURSE POLICIES

Professionalism: You are now a professional teacher. I expect you to behave in a manner that reflects that. This includes being a professional in class, coming to class on time, discussing appropriate topics, respecting others in the class, completing work on time, and working together in a spirit of cooperation. Failure to do so may result in repercussions in your professional education sequence.

Emailing:If you need to contact me by email, please feel free to do so at my Illinois State e-mail address. Please do not contact me through Reggie Net. However, you must give me 24 hours to respond to your email on weekdays and 48 hours to respond to your email on weekends. For example, if you email me an hour before class starts, do not assume I will respond to that email within the hour. As a student of higher education, it is expected that all communication be of professional quality.

Cheating/Plagiarism: Students are expected to be honest in all academic work, consistent with the academic integrity policy as outlined in the Code of Student Conduct. All work is to be appropriately cited when it is borrowed, directly or indirectly, from another source. Unauthorized and unacknowledged collaboration on speech topics and/or the presentation of someone else’s work warrants plagiarism. Students found to inadvertently commit acts of dishonesty will receive appropriate penalties specific to the assignment in question. Students found to commit intentional acts of dishonesty will receive a failing grade in the course and will be referred for appropriate disciplinary action through Community Rights and Responsibilities.

Special Needs: Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853

(voice), 438-8620 (TDD).

Mental Health Resources: Life at college can get very complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or diminished self-esteem. However, many of these issues can be effectively addressed with a little help. Student Counseling Services (SCS) helps students cope with difficult emotions and life stressors. Student Counseling Services is staffed by experienced, professional psychologists and counselors, who are attuned to the needs of college students. The services are FREE and completely confidential. Find out more at Counseling.IllinoisState.edu or by calling (309) 438-3655.

University Bereavement Policy: Students who experience the death of an immediate family member or relative as defined in the University Student Bereavement Policy will be excused from class for funeral leave, subsequent bereavement, and/or travel considerations.Students are responsible for providing appropriate documentation to the Dean of Students office and for contacting the instructor as soon as possible to make arrangements for completing missed work.More information is available in the Student Bereavement Policy at

School of Communication Research Pool Webpage: This website is dedicated to research projects approved by the School of Communication which students enrolled in communication courses may participate during the semester. Students are encouraged to participate in research projects found on this website to facilitate the production of new knowledge about communication and to learn about the value of research. The website can be found at

ASSIGNMENT SUMMARIES

Why Teach Communication.Write an essay arguing why communication should be taught at the high school level. Essay should be double spaced, at least two full pages, and denote specific reasons or ways that oral com helps student learning. Quality essays will cite data or published conclusions, demonstrate appropriate conventions of written communication, and build a compelling argument as to why oral communication is a necessary skill for students. (IPTS: 2D, 6C, 6E, 9F)

Resource File. You will begin creating a resource file that you can use throughout your schooling and education. The resource file will be a collection on lesson plans and teaching resources you acquire during your time in this program. You are responsible for having 50 resources. There is an extensive file of these resources in Fell 402 and available online. More information regarding the requirements of this assignment can be found in Appendix A. (IPTS: 2D, 3A, 4B, 6C, 9P)

Philosophy of Teaching. One to two page explanation of the principles that are guiding you in how you intend to teach your classes. You may use the Philosophy of Teaching you created in Com 283, but it must be rewritten. Keep updating ones that you have previously written – you will update this again in Com 381. (IPTS: 4K, 5K, 9D)

Lesson Plan 1. This lesson will begin by brainstorming as a class or small group various topics of a typical high school speech/ communication program. Each student will be responsible for choosing one of those topics aligned to a standard, and no topics can be repeated. You can begin brainstorming lesson plan ideas together. Design a full lesson plan with all necessary components (lesson plan template provided on ReggieNet). You should link this lesson to other classes and life concepts. You must micro teach the lesson and after completing that you will complete the “Analyzing Teaching” portion of the lesson plan template. (IPTS: 1H, 1I, 1J, 2C, 2D, 2I, 2J, 2M, 2Q, 3A, 3C, 3K, 3Q, 4P, 5C, 5I, 6A, 6E, 6F, 6G, 6P, 9H, 9I)

Lesson Plan 2.This lesson will be on group communication. Each student will be responsible for choosing one standard related to group communication. You will design a full lesson plan with all necessary components. You should link the lesson to other classes and life concepts. You must micro teach the lesson and after completing that you will complete the “Analyzing Teaching” portion of the lesson plan template. (IPTS: 1H, 1I, 1J, 2C, 2D, 2I, 2J, 2M, 2Q, 3A, 3C, 3K, 3Q, 4P, 5C, 5I, 6A, 6E, 6F, 6G, 6P, 9H, 9I)

Lesson Plan 3. This lesson will be on persuasion. Each student will be responsible for choosing one standard related to group communication. You will design a full lesson plan with all necessary components. You should link the lesson to other classes and life concepts. This lesson should include some diversity component or multicultural segment. You must micro teach the lesson and after completing that you will complete the “Analyzing Teaching” portion of the lesson plan template. (IPTS: 1H, 1I, 1J, 2C, 2D, 2I, 2L, 2M, 2N, 2Q, 3A, 3C, 3E, 3K, 3Q, 4P, 5C, 5E, 5I, 5J, 6A, 6B, 6E, 6F, 6G, 6H, 6I, 6K, 6P, 7B, 9H, 9I, 9K)

Lesson Plan 4. This lesson will be on media literacy. Each student will be responsible for choosing one standard related to group communication. You will design a full lesson plan with all necessary components. You should link the lesson to other classes and life concepts. This lesson should demonstrate appropriate use of instructional technology. You must micro teach the lesson and after completing that you will complete the “Analyzing Teaching” portion of the lesson plan template. (IPTS: 1H, 1I, 1J, 2C, 2D, 2I, 2L, 2M, 2N, 2Q, 3A, 3C, 3E, 3K, 3Q, 4P, 5C, 5E, 5I, 5J, 6A, 6B, 6E, 6F, 6G, 6H, 6I, 6K, 6P, 7B, 9H, 9I, 9K)

Urban Ed Trip and Reflection. During this semester an Urban Education clinical experiences trip will be planned. You are to attend the trip and write an extensive reflection on what you learned from the experience including the different demographics and classrooms needs you saw. (IPTS: 1A, 1D, 1E, 1F, 2M, 5F)

EVALUATION

Grade Defense.Because one objective of this course is for you to have quality resources when you begin teaching, you will be given the opportunity to draft on each assignment. I will not put grades on assignments. Instead, I will give you feedback and potentially ask for resubmission. I am looking for quality work and to see improvement over the semester. Your final grade in this class will be based on a grade defense paper that you write as well as a meeting with me where we discuss your paper, grade, and agree on a final grade. This should be based on the professional standards set forth in the syllabus and the quality of work you produce. If you have questions about this grading policy at any point, please ask.

COM 281 - COURSE OUTLINE

Week / Day / Date / Topic(s) Covered / Readings / Assignment Due
1 / T / 1/12 / Course Overview
R / 1/14 / Defining Ourselves / Book 1989; Hunt, Wright & Simonds 2014
2 / T / 1/19 / Standards / CCSS, IPTS / Why Teach Communication Essay
Bring CCSS & IPTS
R / 1/21 / Standards in Communication; Components of Communication Class
3 / T / 1/26 / Speech Lessons
R / 1/28 / Lesson Planning
4 / T / 2/2 / Lesson Plan Workshop
R / 2/4 / Lesson Plan 1 Presentation / Lesson Plan 1
5 / T / 2/9 / Content Literacy / Stephens and Brown 2005
R / 2/11 / Discussion / Dallimore, Hertenstein, & Platt 2008
6 / T / 2/16 / Group Communication
R / 2/18 / Lesson Plan Workshop
7 / T / 2/23 / Lesson Plan 2 Presentation / Lesson Plan 2
R / 2/25 / Students with Various Needs
Monday, February 29th – Chicago Public Schools Trip – Mather High School – All Day
8 / T / 3/1 / Persuasion / Viadero 2009
R / 3/3 / Assessment / Palmer Chapter 9 2014
9 / T / 3/8 / Spring Break
R / 3/10
10 / T / 3/15 / Media Literacy / Hobbs 2014
R / 3/17 / Lesson Plan Workshop
11 / T / 3/22 / Lesson Plan 3 Presentation / Lesson Plan 3
R / 3/24 / Technology
12 / T / 3/29 / Technology / Palmer Chapter 8 2014
R / 3/31 / Lesson Plan Workshop
13 / T / 4/5 / Lesson Plan 4 Presentation / Lesson Plan 4
R / 4/7 / Debate
14 / T / 4/12 / Debate
R / 4/14 / No Class – CSCA Conference
15 / T / 4/19 / Speech
R / 4/21 / Speech
16 / T / 4/26 / Teaching Philosophy / Resource File
R / 4/28 / Student Teachers on Campus / Teaching Philosophy
Final Exam Period – Individual Meetings / Grade Defense Paper

APPENDIX A – RESOURCE FILE

This consists of two parts –

Part 1: Professional Resources – a repository for items that demonstrate your skills and philosophies that you have created and developed over your academic career. The professional resource section typically contains a curricular vitae, philosophy and classroom management statements, samples of work that you created, and references such as professional teaching standards. You will probably show these items to school administrators as you apply for teaching positions.

Part 2: Instructional Resources - an organized file of collected teaching materials that you have gathered from various places or created yourself. You are creating this file for your own use. Recommended items include curricular, unit and lesson plans, activities, assessments, teaching hints, and resources including student standards. These items will become your library of resources. They can include items from either your or other’s creation. For Com 281, you should have a minimum of 50 artifacts spread between speaking, listening, literature, and composition topics.

For both Parts: You may create and store your resource file electronically or in a hard copy format. In either case, you need to use a logical and organized system with file folders or dividers or other system that allows you to find materials easily and quickly. You should have a table of contents. See below for a recommended organizational system (each sub-division should have its own tab and label).

The Resource File should contain:

  1. Professional Resources Section
  2. Updated teaching vitae (Com 381)
  3. Teaching Philosophy (Created in Com 283; updated in Com 281 and 381)
  4. Classroom Management Philosophy (Com 381)
  5. References, letters of recommendation, evaluations (student teaching)
  6. Professional Teaching Standards (Com 281)
  7. Samples of your best practices work e.g. lesson plan, assessments,
  1. Instructional Resources
  2. ELA Common Core Standards for Illinois. (Com 281)
  3. Curricular Planning
  4. English Language Arts Curricular Plan (Com 281)
  5. High school Oral Com Course Outline (Com 381)
  6. Traditional Oral Com (find resources on each of the following)
  7. Fundamentals (definitions, general info)
  8. Interpersonal
  9. Small group
  10. Research
  11. Informative speaking
  12. Persuasive speaking
  13. Forensics
  14. Limited preparation events
  15. Public address events
  16. Oral interpretation events
  17. Policy debate
  18. Other debate forms (Lincoln Douglas, Public Forum)
  19. Team and tournament management
  20. Reading Instruction (how to teach students to read better)
  21. Literature Instruction
  22. Informational text (non-fiction)
  23. Fiction
  24. Poetry
  25. Literary strategies
  26. Written Composition Instruction
  27. Organizational or writing process
  28. Informational writing
  29. Grammar
  30. Creative writing