The Curriculum

 

Speaking

Learning Outcome #1: Learners will speak for a variety of purposes and audiences.

Content/Generic Skills

Instructor Notes

Identify a variety of purposes for speaking.  (C) (CCT (V)

Learners will:

  • Recognize that there are varieties of purposes for speaking.

  • Identify a variety of purposes for speaking (e.g. to inform, to narrate, to describe, to motivate, to persuade, to instruct). 

 

Refer to Tip 1.1

Refer to Tip 1.2

Speak to clarify and extend thinking.  (C) (CCT) (IT) (VaD)

Learners will:

  • Interview peers and be interviewed by peers for information.

  • Participate in structured peer and/or small group discussions with and without assessment.

  • Ask questions to clarify meaning.

Refer to Tip 1.3

Refer to Tip 1.4

saskschools.ca - Supplemental Resources

 

 

 

Speak to express understand-ing.  (C) (CCT) (IT) (VaD)

Learners will:

  • Paraphrase information – “Is this what you meant?”

  • Summarize the key points of a message.

  • Explain an idea or concept to a peer or small group.

 

 

Refer to Tip 1.5

Speak to share thoughts, opinions, and feelings.  (C) (CCT) (IT) (VaD) coun.uvic.ca

Learners will:

  • Read self-authored position papers aloud.

  • Establish “rules” for respectful speaking (to express positive and negative feelings and opinions in ways that are suitable for the situation and respect the feelings and opinions of others) while in circle or in group situations.

  • Share disagreement, emotion, doubt, uncertainty, insecurity, and change views as deemed necessary within a discussion.

  • Express opinions clearly, justifying with details and evidence, and supporting views with facts and examples.

  • Critically reflect upon why they hold certain assumptions, and investigate further to promote possible change in attitudes or feelings. 

 

Refer to Tip 1.6

Refer to Tip 1.7

 

 

Refer to Tip 1.8

Speak to build relevant and practical relationships.  (C) (IT) (TL) (LL) (VaD)

Learners will:

  • Identify and choose a speaking relationship that suits own, practical purpose (e.g. the workplace, community membership, further studies, etc.).

  • Practise targeted “relationship” in a supported context (e.g. attend a community meeting, attend a staff meeting, complete a job shadow, attend a 30-level course classroom for one day).

  • Reflect upon experience and determine the required skills to be successful in that environment (share through peer discussion, a class presentation, or journal writing).

 

 

 

Refer to Tip 1.9

 

Assessment Reflections:

  • Did I help learners to find and/or define their “voice?”  (LL)  (C)

  • Did I help learners to recognize a variety of “voices” such as feminist, Aboriginal, multicultural, and mainstream?  (VaD)  (LL)

  • Did I provide plenty of opportunities for learners to speak for a variety of purposes and audiences?  (C) (IT) (LL) (VaD)

Instructor Tips

1.1) In Level 2 Communications, the emphasis is on speaking about familiar topics in comfortable settings.  Level 3 builds on that foundation and emphasises more structured presentations.  However, not all learners will come to Level 3 from Level 2; they may need to start with tasks that they perceive to be less threatening (e.g. “give-a-talks,” where speakers present small segments of information, such as: my favourite holiday, my family, my work environment, etc.).

1.2) Present examples of various forms of speaking in a visual manner (e.g. a collage of photos, video clips, etc.), so that learners can see that there are many different types of speaking, for many different purposes.

1.3) Before starting specific speaking tasks (and later, listening tasks) with learners, instructors may want to assess and address cultural differences in communication within the classroom.  Effective intercultural communication skills are important to support learning and to foster understanding.  Allowances for individual and small group communication differences should be made.  Refer to Part Four: Curriculum Applications, Intercultural Communication Skills of this curriculum guide for an explanation of and useful tools for effective intercultural communication.

1.4) Present different types of interview questions to the learners, and have them choose those that they would like to answer (e.g. questions on the following topics: first ten years of life, likes and dislikes, favourite people or role models, significant times in your life, etc.).  This classroom practise helps to prepare learners for interviews outside of the classroom.

1.5) Before learners begin speaking to a group, address the issues and feelings surrounding “fear of speaking.”  Suggest tips to calm nervousness (e.g. physical exercises, mental exercises, practising speech, thinking about what to do with hands and feet, breathing slowly, deeply, and regularly, etc.).  Remind learners that everyone gets nervous before they speak, and that they are not alone.  A speaker always looks far less nervous than she feels; people cannot see most natural nervous reactions.  Provide opportunities and time for speakers to calm nerves before presentations.

1.6) It is recommended that these and other skills in the learning outcomes for Speaking be integrated with some of the learning outcomes from the new Social Sciences or Life/Work Studies curricula.  These tasks can also be integrated with some of the learning outcomes for Writing, or used in conjunction with a new writing task.

1.7) Create a safe environment where learners can respectfully share their disagreement, emotion, doubt, uncertainty, insecurity, or where they can change their views without penalty.  Provide many opportunities for peer discussion, group discussion, class discussion, etc. so that learners become comfortable with sharing thoughts, opinions, and feelings.

1.8) Self-assessment tools (rating scales or checklists) can be used to assess criteria such as effort, progress, and achievement.

1.9) Learners and instructor decide how relationship building will be verified.  Create a verification system and a self-assessment/self-reflection tool for this purpose.

Learning Outcome #2: Learners will recognize that speaking is a process as well as a tool for communicating, thinking, and learning.

Content/Generic Skills

Instructor Notes

Manage the discrete elements of speaking.  (C) (CCT) (IT) (VaD) (LL)

Learners will:

  • Be aware of and sensitive to the discrete elements of speaking.

  • Anticipate and produce expected patterns of discourse situations that are specific to their needs.

  • Organize a response that suits the purpose, audience, and context, and is appropriate to listener feedback.

 

Refer to Tip 2.1

Refer to Tip 2.2

Apply strategies to enhance comprehen-sibility.  (C) (CCT) (VaD) (LL) (V) (R) Our Languages Web Site

Learners will:

  • Use graphic organizers to develop main ideas and key messages with clarity.

  • Assess characteristics of audience (e.g. shared knowledge, shared points of reference, interest levels, or differences in perspectives).

  • Select language and grammatical structures appropriate to the audience, occasion, and style.

  • Emphasise key words or phrases, rephrase or summarize, and check for listener comprehension.

  • Pay attention to pace, tone, volume, etc.

  • Use gestures, body language, and eye contact that are appropriate to audience, occasion, style, and tone.

  • Create a setting that contributes to listener comprehension (e.g. controlling noise and light levels in the room, use of space, use of media, etc.).

 

Set and monitor learning goals for speaking.  (CCT) (LL)

Learners will:

  • Set learning goals for speaking.

  • Conduct small-group talk and large-group talk whereby peer feedback is safely shared.

  • Monitor speaking progress through self-assessment tools.

  • Adjust learning goals as required.  

 

Refer to Tips 2.3, 2.4, and 2.5

 

Assessment Reflections:

  • Did I monitor learners’ speech production to determine what skills and knowledge they already have and what areas will need development?  (VaD)

  • Did I share with my learners my own personal plan for speaking improvement?  (C) (LL)

  • Did I show or model ineffective speaking versus effective speaking?  (C)

Instructor Tips

2.1) Discrete elements of speaking may include, but are not limited to: eye contact, gestures, expression/tone, volume, pace, questioning, turn-taking, rephrasing, providing feedback, expressing opinions, politically-correct and incorrect expressions and terminology, avoidance of complicated words, jargon, euphemism, cliché, abbreviations, knowledge of local slang, idiom, or colloquial expressions, and a variety of speaking practices amongst different cultures.

2.2) Fitting in with a particular discourse may involve shifting to another language, vocabulary, or tone (e.g. my work discourse is different from my home discourse because my work discourse includes the specific technical language associated with my trade; my First Nation discourse is different from my urban classroom discourse because my First Nation discourse has differences in tone, vocabulary, and language; my friend discourse is different from my grandparent discourse because my friend discourse has differences in tone and vocabulary).  Stress that cultural practices regarding voice patterns, voicing differences of opinion, etc. can vary, and that there is no one correct way.

2.3) Nurture an accepting environment where learners will feel free to express themselves without fear of censure by you or by fellow learners.

2.4) Learners identify strengths and areas for improvement in their speaking.  Encourage learners to focus on one or two areas to improve at a time, rather than trying to improve all aspects at once (e.g. speakers present a mini-talk where only one aspect is assessed).  Self-assessment tools (rubrics, rating scales, checklists, etc.) can be used to assess criteria such as effort, progress, and achievement.  Learners should help to create these tools for effectiveness and relevance.

2.5) Regularly scheduled meetings between instructor and learner allow the learner to reflect upon learning, assess progress towards learning goals, and adjust his goals as required.  These meetings are also opportunities for the instructor to provide feedback on progress.

Learning Outcome #3: Learners will practise appropriate behaviours of effective speakers and complete a variety of speaking activities.

Content/Generic Skills

Instructor Notes

Identify effective practices for a variety of speaking occasions.  (C) (CCT) (LL)

Learners will:

  • Identify effective organization and presentation practices for a variety of speaking occasions (e.g. informal, formal, small group, whole class).

 

Refer to Tip 3.1

 

 

Interview and be interviewed by others.  (C) (CCT) (IT) (LL) (VaD)

Learners will:

  • Interview learners in other classrooms, participate in job or parent/teacher interviews, or conduct informational interviews with workplaces or other community members and agencies. 

 

Refer to Tip 3.2

Express own response to an event, an experience, or a piece of literature.  (C) (CCT) (TL) (LL) (V) (R)

Learners will:

  • Respond to an event, an experience, or a piece of literature by using the following presentation method: analyse audience and setting, select topic and formulate a specific purpose, gather information and resources, organize information, write presentation, select appropriate media (e.g. graphics, sound, 3D objects) to motivate audience, rehearse speech, and receive feedback.

 

Refer to Tip 3.3

Speak to narrate, to describe, to inform, to persuade, and to instruct.  (C) (CCT) (TL) (IT) (LL)  (V) (R)

Learners will:

  • Through peer dialogue, group discussion, and exposition, prepare separate speeches that narrate, describe, inform, persuade, and instruct.

  • Respond appropriately to listener feedback.

 

Refer to Tip 3.3

Refer to Tip 3.4

Review learning goals for speaking. (C) (CCT)
(LL)

Learners will:

  • Self-assess achievement of learning goals.

  • Accept and provide feedback in a constructive manner.

Refer to Tip 3.5

Assessment Reflections:

  • Did I limit my talk while providing opportunity for learners to be heard?  (C)

  • Did I model and share strategies to manage communication?  Did I ensure all learners have fair and equitable opportunities to develop their interpersonal speaking and listening skills by doing the following: inviting those who are quiet to contribute, asking direct questions, giving praise and encouragement, accepting contributions, demonstrating non-verbal responses that indicate listening, helping groups reach decisions, reminding learners not to interrupt or to disagree politely and tactfully, offering feedback and summarizing comments, demonstrating scaffolding or elaborating on others’ ideas, asking for clarification, demonstrating reflective practice, and so on? (VaD)

  • Did I provide encouragement and support for those reluctant learners?  (C)

  • Did I provide a variety of options for learners to engage in activities that best suit their needs?  (LL)

Instructor Tips

3.1) Provide speakers with various methods of preparing for a variety of speaking occasions. 

3.2) This can be integrated with a skill in the learning outcomes in the Social Sciences or the Life/Work Studies curricula.  Learners and instructor decide how interviews outside the classroom will be verified.  Create a verification system and a self-assessment/self-reflection tool for this purpose.

3.3) This can be integrated with a skill in the learning outcomes for Writing, or in the learning outcomes in the Social Sciences or Life/Work Studies curricula.  Look for opportunities for learners to gain credit for achieving these skills outside of the classroom setting. 

3.4) Provide opportunities for learners to complete “mini-presentations” in class.

3.5) Learners can assess the clarity and quality of the message, language use, use of voice (tone, volume, rate), use of media, use of body and eye contact, and response to audience messages through the use of self-assessment tools.