Performing Oral Expression

Performing Oral Expression

How can I enrich a course with oral expression?

Oral expression assignments should facilitate student learning of course concepts and ideas. Faculty must specify learning objectives so that students don’t perceive of oral expression as an “add on” or busy work.

Oral expression in the classroom is typically structured as presentations, impromptu speaking, or oral performance. These activities are discussed in more detail below. Over the next several months, the Oral Expression Advisory Committee will be posting information about and examples of oral expression activities appropriate for enriched courses. During the 2004-2005 academic year, the Center for Teaching Excellence will provide oral expression workshops.



Structured Presentations



A structured presentation is appropriate for learning objectives that focus on content comprehension, organizational skills, logical arguments, research and analysis skills. Examples of structured presentations include:


Individual Formal Presentations

Team Formal Presentations

Debates

Extemporaneous Speeches

Panel Discussions

Poser Sessions

Oral Exams


Impromptu Speaking

Impromptu speaking is appropriate for learning objectives that focus on discussion skills, interpersonal skills, questioning techniques, critical listening, collaboration, group interaction, problem solving, conflict management. Examples of impromptu speaking include:

Small Group Discussions

Peer Interactions

Class Discussions

Public Communications

Interviewing

Active Listening

Oral Performance

Thought, meaning, and intention are directly linked to speech just as non-speaking means such as gestures can support effective communication during oral expression. Thus, oral performance is appropriate for learning objectives that focus on the physical execution/delivery of speech and the dramatization of speech. Oral performance is the ability and right to speak freely and clearly, unashamed, to fully vocalize, to choose to make contact with a word and to communicate that word successfully. Oral performance includes the learning of vocal skills for a free and articulate delivery. Oral performance may focus on:

Production of Speech

Dramatization of Speech

Dramatic Interpretation

How can I assess oral expression?

It can be challenging to assess a student’s oral expression. Unlike written assignments that a faculty member can interact with, come back to, and respond to after-the-fact, oral expression is “intangible” and fleeting. Thus, oral expression – unless it is recorded – should be assessed as it occurs or immediately afterwards. Workshops and website information specific to assessing oral expression assignments are forthcoming.

What criteria will the Oral Expression Advisory Committee use when assessing my proposal?

The Oral Expression Advisory Committee will use a standard set of questions to assess each portion of the proposal. These questions are listed below:

How does the content of the course address the proposed general education goal?

Will content include a focus on the importance and means of oral expression specific to the discipline?



Has the author discussed what disciplinary specific content or professional situations will be complemented or reinforced through oral expression?

Does oral expression involve about a quarter of the coursework?

What will students do in pursuit of learning the general education goal?

Are students instructed on planning, organizing, and/or presenting their oral expression assignment?

Do students have multiple ways in which to express them selves? (Although only one form may be formally assessed.)

How will student learning of the general education goal be assessed in the context of the course?

Does the author discuss how students will be assessed?

Does the author discuss who will be conducting the assessment?

Do students receive feedback on their oral expression?

Is at least 25% of the grade based on oral expression?

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