SPCH 12 ACTION PLAN: GROUP PRESENTATIONS
SLO D. Design and deliver well organized and engaging oral presentations to diverse audiences.
SLO L. Employ effective communication skills in small groups.
SLO N. Cite sources orally and in outlines for informative and persuasive speeches
SLO O. Demonstrate competent use of visual aids in speeches
Recommendations:
1.
Statement of Expertise/Credibility. The instructor should consider the followings: (1) show sample speeches that have an expertise statement included and point it out to students; (2) give examples of what a good expertise statement would be for different topics; (3) make expertise stateent part of the outline grading rubric & speech grading rubric; (4) have students turn in outlines for feedback prior to speech.
2.
Audience Adaptation. The instructor should give a lecture and include class activities on customizing your speech to each audience. Samples outlines should include the audience adaptation. The grading rebric for the group presentation should also include audience adaptation.
3.
Sub-points. The instructor should emphasize the importance of cohesivness in team presentations.
Examples of good and adequate sub-points should be discussed and practiced in class. Students should also have opportunities to review and write sub-points. Sample outlines would also be helpful in this area.
4.
Preview of Main points. The instructor should empasize to students the importance of telling your audience what you’re going to tell them before you tell them. Include on the grading rubric and give students a copy in advance.
5.
Main Points. Teaching students to use numbered transitions can help the audience identify the main points.
6.
Sub points. Instructors could empasize the different types of support students can use to support their main points. Having students submit their outline in advance of their speech for feedback can draw attention to the fact that they need more support.
7.
Source citations. Have students practice citing sources outloud in class after citing sources is explained.
Give students a hand-out that includes the information that is needed when intriducing and citing sources.
8.
Visuals Aids: Show filmed speeches of students using visual aids and discuss them in class. Have students meet in groups and discuss their visual aids with each other for feedback. Have a day when students are required to bring their visual aids to class for evaluation and feedback.
9.
Delivery. 50% of students could use improvement on delivery. Limit the amount of index cards students can bring up with them. Discuss appropriate eye-contact in detail and demonstrate it. Have students do one minutes each exercises with eye-contact, gestures, and vocalized pauses. Watch excellent speakers with great delivery
10. Teamwork. Give some in class time for students to work together. Have a team rehearsal day in class.
Assign people into groups based on what time they are available to work together outside of class. Discuss the importance of speakers interacting and referring to each other in the presentation.
Challenges and suggestions for next assessment>
1. Revise the course outline to reduce the number of major learning outcomes..
2. The next assessment should also include the assessment of other learning outcomes.

3. The materials assessed came all from one instructor. Next time the pool of materials needs to come from other course sections as well to have a better representation of instructors and students.
SPCH 12 ACTION PLAN: OUTLINING
SLO M. Compose outlines and conduct research for informative and persuasive speeches
Recommendations:
10.
Thesis/Central Idea (main argument of speech). Thirty seven percent of outlines assessed did not label the thesis/central idea and twenty five percent of outlines needed work on the thesis/central idea statements. The instructor should spend more class time discussing this topic and give several examples. Students could also benefit from looking at a variety of outlines (e.g., poor, average, and good). More work should be assigned to get students familiar with writing effective thesis/central idea statements.
11.
Attention Getting Device. Twenty five percent of outlines did not include the attention getter or began without a statement of topic. The instructor could discuss more attention getting strategies and ideas. Sample outlines can also be very helpful.
Students should review different types of how to effectively get the audience’s attention and have opportunities to come up with different attention getters for their speeches. Watching sample filmed speeches and seeing effective attention getting devices would help significantly.
12.
Reason to Listen/Significance. Sixty two percent of outlines were missing the reason to listen statement. The instructor should emphasize the importance of connecting the speech to the target audience. Students should practice writing several different reasons the audience should listen to the speech and have them reviewed by a classmate for peer feedback.
13.
Preview of Main Points. Sixty two percent of outlines were missing the preview statement. The instructor needs to explain the significance of the preview. Students should have a fixed list (checklist) of these required elements clearly labeled on the assignment sheet so they will not omit them when working on their outlines.
14.
Main Points. Eighty seven percent of outlines did not write the main points correctly. The instructor should give more practice activities for students to write main points in complete sentences. Also samples of good and poor main points would be helpful.
15.
Sub-Points. Eighty seven percent of outlines did not offer appropriate sub-points or were missing sub-points. The instructor should emphasize the importance of using complete sentences in outlines. Sample of good and poor sub-points could be very useful. Sample outlines are helpful in this area also.
16.
Supporting Materials. Eighty seven percent of outlines needed more variety of supporting materials. The instructor needs to address the principle of subordination in

outlining. Class activities on how to adequately support the speech with different developmental forms would be very helpful.
17.
Source Citations. Eighty seven percent of outlines did not cite sources correctly.
More class discussions on how to properly cite sources on outlines as well as information on online resources for source citations should be very useful.
18.
Review of Main Points. Sixty two percent of outlines did not have effective review of main points. More emphasis should be given to the discussion on and how to write the review statement.
10. Ending Device. Eighty seven percent of outlines did not offer a memorable ending statement. More discussions and practice on this topic would be very useful. Viewing excellent sample speeches would help improve ending devices.
11. Bibliography. Eighty seven percent of outlines did not include a bibliography. The instructor should make sure that a bibliography requirement is clearly discussed and labeled in the assignment handout. Additional online resources on APA and MLA format should also be discussed in class.
Challenges and Suggestions for next assessment
1. Revise the course outline to reduce the number of major learning outcomes.
2. The next assessment should also include the assessment of other learning outcomes.
3. The materials assessed came all from one instructor. Next time the pool of materials needs to come from other course sections as well to have a better representation of instructors and students.
4. We should increase the number of faculty grading outlines to get more of a range of perspectives and feedback.