Kaleidoscope Larson 2006-2007
From CTLpedia
My Teaching Project for Kaleidoscope, Linda Larson,Speech Communication,Theatre Arts, Mesa Community College, Contact me [llarson@mcmail.maricopa.edu]
Sumary: My project summary. My project summary...
Project Goals and Objectives
1. Design speech writing exercises for online application. 2. Design rhetorical analysis exercises for online application. 3. Integrate the student activities into my on campus course for Public Speaking.
Focus Course Information or Context for Project
Somewhere in my teaching career I came to the realization that the information I work so hard to provide students does not easily align with when students are able to process the information. The student slipping into sleep during class, the student stressed by events prior to class and the student drifting into a daydream are realities no matter how the class is structured. I wanted to provide students with the relevant instruction in online resources so they could retrieve it when they realized they had missed it. In addition I wanted to provide structured peer review for writing speech structure in the form of speech goal, central idea and main points.
Project Rationale
I have long used the collaborative process for speech writing with my students. I recognize that writing and rewriting is critical for student success. Students have great difficulty in recognizing the value of writing and rewriting. The limited time in class provides very little time for the rewriting aspect. Peer review is also a great learning tool for students but it requires clear criteria and repeated practice.
The calibrated peer review web based writing program through UCLA is designed to do this very task. My Kaleidoscope project afforded me the time to create a structured peer review instruction for my students in Public Speaking. Students must first practice evaluating a series of orienting speech plans. This is done individually and requires mastery before students are allowed to evaluate their classmates work. I have long attempted to do this in class with student topic proposals. The distracted student does not make an effective evaluator. The individual online exercise attempts to reduce the participation of the distracted student and thus provide the peer review in a more structured manner.
Project Implementation and Assessment Methods
Part of my project focused on a peer review of speech writing. All speakers struggle to find the essence of the message to communicate an idea. Students are exposed to four organizational patterns of speech structure in my public speaking course. Students complete the speech writing in segments and one segment is a topic proposal, which includes the speech goal, central idea and main points. The writing of these elements has been structured to meet specific criteria. In class students are given the opportunity to peer review their classmates work, while a classmate reviews their proposal. Then before submission to the instructor they were given the opportunity to revise their proposal. Helpful but subject to review by distracted and or unqualified reviewers I sought to improve this process. The Calibrated Peer Review online program offered one solution. During the Kaleidoscope project I was able to create model assignments to put this program into my curriculum. Students must first complete reviewer instruction by completing three practice reviews and receiving a 70% score of mastery. Once students achieve this level their classmates’ work is available to them for review. Each student submits a topic proposal in the CPR process. Classmates then review three more topic proposals. A total of six peer reviews takes place. Then each student may see the review of their own work, and make revisions as needed.
The quality of the peer review increases, the potential for long term learning increases, the quality of the speeches increases.
My project also included providing online resources for students. Students in the classroom were surveyed about their expectations and use of faculty websites. 1. Would you review an instructor’s web site before registering for the course 5, (very likely) 4, (likely) 3 (unsure) 2, (not likely) 1, (definitely not)
2. What resources would you expect to be available on the instructor’s website? Check all that apply
o Course syllabus o Assignments for the course o Resources to complete the assignments o Sample student work o Lecture notes o Mini lectures in form of pod casts o Web links to resources helpful to the class o Personal introduction to the instructor Other (briefly describe)
3. Have you viewed the website for the instructor of this course?
If so, Why did you go to the website
o To get office hours o To find email o To look for course information o Curiosity Other________________
4. What online resources would help you be more successful in this class?
Please describe.
Project Results
The results of students using a faculty website to influence their enrollment in the course was higher in the unsure and not likely response with 18 of 30 not seeking this information prior to the course. Currently (April 2007) the students in the on campus courses expressed the desire to get their information in person with the instructor of the course.
The online resources expected on the website were course syllabus, assignments and lecture notes.
Project Results and Conclusions
The Kaleidoscope project provided me the time to learn how to provide the online resources students expect. Before the project began I had completed the webct course, attended numerous workshops on soft chalk and digital storytelling. As a Mac user many difficulties occur in accessing the resources designed for the pc platform. Instead I have used the ILife programs to create the very online resources that work easily for creating an updating my college website.
The online resources will continue to expand as I provide students the multiple opportunities to process course information.
Sample Student Responses to CPR
How did reviewing examples of the central idea and main points assist your understanding of the requirements for this assignment?
Supportive
1. Helped very much to see others to further clarify what is needed. 2. It really helps to go through the central idea and main points over and over and to beat it in our heads. 3. . . . .seeing examples helped me better formulate my own central idea and main points.Not Supportive
1. I did not really like the computer aspect. I wish we could have just done it on paper and in class.
2. I did not find this helpful . . . we were given everything we needed in class.
Reflection on My Kaleidoscope Experience
Prior to this year I had completed multiple technology workshops and training sessions. I wanted to incorporate more online resources for my on campus classes. Kaleidoscope allowed me the chunk of time to plan, create and execute these resources. It increased my sense of competence to continue to provide these resources, updating and revising as needed.
Anyone considering applying for a Kaleidoscope project is encouraged to allow yourself the opportunity to think, reflect and create a beautiful new image as you look through your own lens for your classroom.
Annotated Reference List
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