Speech 114:
COMMUNICATION AND LEARNING

Instructor: Dr. Sally Tannenbaum
Phone: Office: 278-5404
Home: 439-7939
Office: Speech Arts 36
Office Hours: MWF 9-10 A.M. MW 11-Noon
Email: sallyt {at} csufresno(.)edu
Fax: 278-4113

Textbook: Communication for the Classroom Teacher by Pamela J. Cooper and Cheri Simonds

Course Overview and Objectives:

In this class, we will examine the nature of communication; its relationship to learning and instruction; and the importance of effective communication strategies in the education setting. By the end of the semester you will hopefully be adept at incorporating the knowledge you acquire into your own classroom experience.

You will participate in a number of activities both inside and outside the classroom designed to help you better understand and master the material discussed in the book and discussed in class lectures. Local educational leaders will share their expertise with the class and you will be exposed to various teaching techniques through a variety of modalities. You will have the opportunity to participate in service learning and integrate the information you are learning in the classroom with the service you are performing.

The goal of this course is to teach you the effective communication skills a successful teacher needs in the classroom. Hopefully, by the end of the semester you will 1) have a working knowledge of the many instructional modalities available to teachers; 2) understand the advantages and disadvantages of each modality; 3) be keenly aware of the diverse nature of student populations; 4) appreciate the importance enthusiasm, honesty, and empathy play in developing strong teacher student relationships; 5) understand, value, and utilize strong oral and effective non verbal communication skills, and 6) design and teach an effective lesson.

This classroom will be a laboratory a dynamic, interactive laboratory. We will learn by reading, speaking, writing, observing, listening, sharing, and doing.

CLASS ASSIGNMENTS

Three Oral Presentations on an Educational Moment (5%):

• Each student will write down and relate orally in 2-3 minutes an incident from their own background. What was the setting? What happened? What did you learn?

Lecture Presentation (20%):

• Each student will give a timed 7-8 minute presentation informing the class on a subject relevant to class content. A detailed speech outline with complete bibliography that includes at least three sources should be handed in prior to your presentation. Information from the textbook must be included and cited. Relevant examples from your service-learning experience should also be incorporated into the speech. Half of the grade will be based on research and speech organization and half on delivery.

Teaching Unit (20%):

• This assignment asks each student to give a 10-12 minute experiential learning mini-lesson. All students in the class must be actively engaged. Audio visual materials may be incorporated. A detailed lesson plan describing the lesson and intended audience, as well as a paragraph justifying the teaching strategy used, should be handed in prior to the presentation.

6 Tests (25%):

• Seven short tests will be given covering the material in the textbook. Tests will include both objective and subjective questions. (Each test will be worth 5% of the total test grade. The lowest test score will be dropped.)

Service Learning:

• Each student will complete a minimum of 15 hours of service learning.
  The purpose of this assignment is to enhance your understanding of course material, integrate the concepts we will explore in this course, and provide you with a better understanding of the educational community in which our teachers work. You are expected to attend as assigned, be punctual, and call your supervisor if for any reason you cannot attend at a scheduled time. Several assignments will be based on your service learning experience.

• Pre- post-service Surveys and Service Learning Community Partner Questionnaire (5%)
  Attached you will find an introduction letter (to be given to your community partner supervisor) and two forms which you will complete at the onset of your service. The Pre-post service Surveys ask you to indicate your agreement or disagreement with a number of statements concerning your service-learning. The Service Learning Community Partner Questionnaire will be filled out the first week of your service learning and asks you to identify the mission statement of your community partner, describe your own expectations of the service learning experience, describe the site orientation process, and describe the specific tasks in which you will be involved.

• Reflection paper (15%)
  This 5-6 page paper will be written after you complete your service learning. In this paper you will describe your service learning assignment, describe your observations and feelings about the experience, and relate what you have experienced to at least four concepts learned in the course. Concepts from the book should be cited.

• Site supervisor's feedback (5%)
  The site supervisor will complete two evaluations of your service learning. The evaluations will be filled out once halfway through your service learning work and again after you have completed your service.

• Thank you (5%)
  Once you have completed your service, you will write a thank you to your site supervisor, make a photocopy for your instructor, and attach a stamped, addressed envelope to the supervisor. (See attached example.)