scholarly journals Enhancing the learning and teaching of public speaking skills

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge
Keyword(s):  
Instructional Strategies ◽  
Communication Skills ◽  
Public Speaking ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
Audience Engagement ◽  
Pedagogical Strategies ◽  
Learning And Teaching ◽  
Preparatory Work ◽  
Supporting Materials

<div> <div> <div> <div> <p> </p><div> <div> <div> <div> <p>Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies. </p> </div> </div> </div> </div> <p></p> </div> </div> </div> </div>

scholarly journals Enhancing the learning and teaching of public speaking skills

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge
Keyword(s):  
Instructional Strategies ◽  
Communication Skills ◽  
Public Speaking ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
Audience Engagement ◽  
Pedagogical Strategies ◽  
Learning And Teaching ◽  
Preparatory Work ◽  
Supporting Materials

<div> <div> <div> <div> <p> </p><div> <div> <div> <div> <p>Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies. </p> </div> </div> </div> </div> <p></p> </div> </div> </div> </div>

scholarly journals The benefits of applying the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Jonathan Bailey ◽  
Kiaras Gharabaghi
Keyword(s):  
Oral Presentation ◽  
Public Speaking ◽  
Electronic Device ◽  
Youth Care ◽  
Lessons Learned ◽  
Case Conference ◽  
Audience Engagement ◽  
Child And Youth Care ◽  
Power Point ◽  
Supporting Materials

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

scholarly journals The benefits of applying the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Jonathan Bailey ◽  
Kiaras Gharabaghi
Keyword(s):  
Oral Presentation ◽  
Public Speaking ◽  
Electronic Device ◽  
Youth Care ◽  
Lessons Learned ◽  
Case Conference ◽  
Audience Engagement ◽  
Child And Youth Care ◽  
Power Point ◽  
Supporting Materials

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

scholarly journals Start the Way You Want to Finish: An Intensive Diversity, Equity, Inclusion Orientation Curriculum in Undergraduate Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Denise L. F. Davis ◽  
DoQuyen Tran-Taylor ◽  
Elizabeth Imbert ◽  
Jeffrey O. Wong ◽  
Calvin L. Chou
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Personal Narratives ◽  
Skills Training ◽  
Lessons Learned ◽  
Relationship Building ◽  
Cultural Humility ◽  
Mindfulness Skills ◽  
Orientation Week ◽  
Equity And Inclusion

Problem: Medical students often feel unprepared to care for patients whose cultural backgrounds differ from their own. Programs in medical schools have begun to address health: inequities; however, interventions vary in intensity, effectiveness, and student experience. Intervention: The authors describe an intensive 2-day diversity, equity, and inclusion curriculum for medical students in their orientation week prior to starting formal classes. Rather than using solely a knowledge-based “cultural competence” or a reflective “cultural humility” approach, an experiential curriculum was employed that links directly to fundamental communication skills vital to interactions with patients and teams, and critically important to addressing interpersonal disparities. Specifically, personal narratives were incorporated to promote individuation and decrease implicit bias, relationship-centered skills practice to improve communication across differences, and mindfulness skills to help respond to bias when it occurs. Brief didactics highlighting student and faculty narratives of difference were followed by small group sessions run by faculty trained to facilitate sessions on equity and inclusion. Context: Orientation week for matriculating first-year students at a US medical school. Impact: Matriculating students highly regarded an innovative 2-day diversity, equity, and inclusion orientation curriculum that emphasized significant relationship-building with peers, in addition to core concepts and skills in diversity, equity, and inclusion. Lessons learned: This orientation represented an important primer to concepts, skills, and literature that reinforce the necessity of training in diversity, equity, and inclusion. The design team found that intensive faculty development and incorporating diversity concepts into fundamental communication skills training were necessary to perpetuate this learning. Two areas of further work emerged: (1) the emphasis on addressing racism and racial equity as paradigmatic belies further essential understanding of intersectionality, and (2) uncomfortable conversations about privilege and marginalization arose, requiring expert facilitation.

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices

2021 ◽  
pp. 026142942110700
Author(s):  
Keri M. Guilbault ◽  
Kimberly McCormick
Keyword(s):  
Elementary School Teachers ◽  
School Administrators ◽  
The United States ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
School Closings ◽  
Gifted Learners ◽  
Elementary Gifted ◽  
Curriculum Specialists ◽  
One Year

The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school closings. Focus groups were utilized to further explore how the COVID-19 pandemic impacted the work of teachers of the gifted in their schools. Educators shared lessons learned from this experience related to (a) a better understanding of how to utilize remote instruction, (b) reimagining the gifted education classroom, and (c) use of a variety of strategies to provide more student choice, differentiation, and individualized pace. Results from this study provide insights that can guide educators, curriculum specialists, and school administrators to improve online instruction for gifted learners in the future.

Adapting to the Changing Needs of Family and Consumer Sciences Students: Instructor Perspectives During the Pandemic

2021 ◽  
Vol 113 (3) ◽  
pp. 8-17
Author(s):  
Soo Hyun Cho ◽  
Sarah Taylor ◽  
Michelle Taylor ◽  
Ryan Giffen ◽  
Cheryl Rock ◽  
...  
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Online Instruction ◽  
Basic Needs ◽  
Well Being ◽  
Family And Consumer Sciences ◽  
Lessons Learned ◽  
Body Of Knowledge ◽  
Consumer Sciences

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

Relational Online Collaborative Learning Model

2005 ◽  
pp. 258-282
Author(s):  
Antonio Santos Moreno
Keyword(s):  
Collaborative Learning ◽  
Instructional Strategies ◽  
Knowledge Building ◽  
Learning Model ◽  
Instructional Designer ◽  
Frame Of Reference ◽  
Human Relations ◽  
Pedagogical Strategies ◽  
Human Relationships ◽  
Online Collaborative Learning

This chapter describes an instructional online collaborative learning model that addresses the phenomenon from a systemic human relations and interaction perspective. Its main purpose is to aid students in their social building of knowledge when learning in a CSCL environment. The model argues that knowledge building in a networked environment is affected by the communication conflicts that naturally arise in human relationships. Thus, the model is basically proposing a way to attend to these communication conflicts. In this line, it proposes a set of instructional strategies to develop the student’s meta-communication abilities. The concepts and instructional suggestions presented here are intended to have a heuristic value and are hoped to serve as a frame of reference to: 1) understand the complex human patterns of relationships that naturally develop when learning in a CSCL environment, and 2) suggest some basic pedagogical strategies to the instructional designer to develop sound online networked environments.

Pedagogical Strategies to Develop Business Graduate Competences

2018 ◽  
pp. 281-301
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Business Education ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students, it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

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