techieMusings

Traditionally, students submit their work on an assignment, the teacher gives feedback on that work, and assigns that student a grade. Sometimes, we build reflection into the next step of the process and ask students to make corrections or comment on the feedback. But is this truly authentic reflection or are students swayed by the teacher’s thoughts? When we, as teachers, give feedback and then ask students to reflect on this, are we losing some of the student’s voice and independent thinking?

I had a chance to team up with the Public Speaking teacher at my school, Kerry Hosmer, to leverage the power of technology to enable students to take their self-analysis to the next level. Our goal was to have students initiate and guide the reflective process. In this way, the teacher has a chance to hear a student’s self-reflection before making an opinion. As educators, we are always promoting creativity and the importance of students asking the questions instead of always providing them with the prompts. In this project, we required students to break down and analyze their work independently.

The PVLEGS delivery approach serves as the anchor for the Public Speaking course. Poise, Voice, Life, Eye Contact, Gestures, and Speed become fundamental attributes that each speaker must work on, along with the construction of the assigned speech.These components are critical to student success, but processing both information and delivery simultaneously can be quite challenging.

Mrs. Hosmer explains, “Students remain in tune with the internal—their nerves, the key points in their heads that they must address, and usually a time measurement that they have to meet. The self-critique allows a more thorough reflection on performance as students step back from the internal nerves and review the actual delivery. What effective changes in tone took place? Was the pace appropriate for the speech? Did their gestures enhance the delivery or distract from the message? Did they truly connect with their audience through eye contact, or did the speech get delivered to the floor?”

Senior Jessica Vincent held a similar perspective,”It was awkward and uncomfortable at first but really beneficial. You don’t usually get to see how you look to other people, especially during a speech in front of the class. You’re nervous and focused on what you need to say, so you don’t really get to pay attention to what others are seeing. Zaption was easy to use. It forced me to pay attention to the entire video since we had to comment at various points.”

Prior to the Speech Construction Unit, students in Public Speaking explored how to capture and maintain audience attention. They learned the importance of a confident and poised delivery. From there, students moved into examining the structural approach to writing an original speech. Students were given the freedom to choose their own topic and speak about something they are passionate about.

After writing and practicing speeches, students were ready to present in front of the class. They used their phones to capture a video recording of their in-class presentation. We then introduced students to Zaption, a web app that turns a video into an interactive experience by inserting text, quizzes, and discussions. Though the tool is often aimed at teachers looking for a way to engage and monitor students watching instructional videos, we decided to allow students to do the authoring for this exercise. They were asked to address the following in their self-critique:

• Focus on PVLEGS delivery attributes.
• Pick four stop points during the speech and, using Zaption, insert text comments to provide your reaction.
• Be specific in evaluative comments. Tag to a specific PVLEGS element as you analyze.
• At the end of the video, reflect on:
  • key strengths
  • areas that could use improvement
  • goals for the next speech