Northeastern
State University
College of
Liberal Arts
Department of
Communication, Art, & Theatre
Tahlequah, OK
Fall 2011
syllabus for
COMM 5133
Strategies for Teaching Speech
COMM 4503
Speech Methods
MC 4503
Teaching Mass Communication Techniques in Secondary Education
MC 5743
Teaching Communication Techniques in Secondary Education
(last updated
08.02.11)
Instructor:
Amy Aldridge Sanford, PhD
Office: 351
SH
Ext.: 3608
E-mail:
aldridga@nsuok.edu (This
is the best way to contact me)
Office Hours: See
Contact Info on webpage.
Facebook: Amy
Aldridge Sanford
Class Meetings: online/arranged
Your professorÕs philosophy of
education: I am a facilitator of learning.
The participants in any given classroom enter with different paradigms and
truths. I aid in the exploration of those truths. I do NOT believe
that the instructor is THE holder of Truth; therefore we must all participate
to co-construct knowledge and create synergy. When a student starts to
feel uncomfortable in his/her existing paradigm that means s/he is growing as a
scholar. My desire is that all of my students feel the joy of
discomfort from time to time.
Grading Philosophy: I
prefer intrinsic motivations, and therefore, am not a fan of letter grades.
I believe this extrinsic reward is too often the only motivation for students
to complete assignments. A college education should be viewed as a
privilege and an opportunity to become learned and scholarly. However,
until there is a better system, grades will be assigned in this class.
Work that meets the minimum requirements of an assignment, is completed on time
and displays average involvement with the course content is deserving of a ÒC.Ó
Higher grades are awarded to work that goes above and beyond the minimum
standards to produce papers and presentations that reflect superior
intellectual effort, excellence in critical analysis and overall creativity in
the approach towards any given assignment. In other words, grades are
earned in this class. An ÒAÓ is attainable but will require far
more than minimal effort.
Pre-requisites:
none
Catalog Description for COMM 5133:
Familiarizes
student with various pedagogical methods used to teach communication.
Note: This course cannot be taken for credit by students who have concurrent or
prior credit for the Strategies of Teaching Communication course in the
departments of mass communication or communication studies at the 4000 or 5000
level.
Catalog Description for COMM
4503: Problems and methods of teaching speech
in secondary schools. Examines curriculum development, lesson planning,
and instructional strategies with special emphasis on the building and
directing of a speech extra-curricular activity program.
Catalog Description for MC 4503
or MC 5743: Familiarizes students with
various techniques (including new and contemporary approaches) used to teach
mass communication skills in secondary schools. Prerequisite: 6
hours of mass communication or permission of instructor.
Course Purpose: This
course allows students to learn more about pedagogical methods to teach
information to learning communities. The skills learned in this class can
be used in many instructional settings.
Learning Outcomes:
á
Consider options for curriculum development and requirements in communication
studies and/or mass communications;
á
Develop goals and objectives appropriate for secondary education students;
á
Explore options for classroom presentations, discussions, activities and
assignments;
á
Examine assessment and evaluation techniques; and
á
Explore options for professional development.
The learning outcomes will be realized
through a variety of instructional strategies. Those strategies include,
but are not limited to, the following: discussion, demonstration, inquiry
and group activities.
Grading:
Assignments should be turned in on or
before their due dates. If they are not, there will be a 10% penalty for
every 24 hours an assignment is late (including weekends). It is my goal that every assignment you
complete will be excellent and ready to use in your future classroom. As
a result of this philosophy, I may ask you to redo assignments until I feel
they are good enough for your future students.
Suggested Text:
Marrs, Carol. (1992). The
Complete Book of Speech Communication: A workbook of ideas and
activities for students of speech and theatre. Colorado Springs:
Meriwether Publishing Ltd. ISBN: 0-916260-87-9.
Other Documents that might help
you:
List of other
pedagogy readings
Supplies:
Portfolio—three-ring binder,
tabbed dividers, and plastic sleeves;
Crayons, markers, and/or colored
pencils
Assignments
(explained in detail on Blackboard):
Ice Breaker
Me Map
Power Point
Speech Critiques
Informative Assignment Sheet &
Rubric
Quiz Making
Portfolio
Observation (for graduate students
only)
Administrative Withdraws:
Students who enroll this course and
have poor attendance and/or poor participation (as determined by the
instructor) may be administratively withdrawn (involuntarily). Students who
are administratively withdrawn will be responsible for payment and repaying
any financial aid received for the course or courses that must be returned to
the provider. If you are concerned about your absences, progress, or
success in a particular course, meet with your instructor immediately.
Class Grievances: I
am willing to meet with you to discuss our class and/or particular assignments.
I ask that you please wait 24 hours after you have received a graded assignment
to come see me. Before we discuss your work, you are required to type out
a document detailing what particular elements of your work you feel merit
discussion.
Plagiarism: According
to WebsterÕs New Universal Unabridged Dictionary (1983, 2nd Ed.), to
plagiarize is Òto steal or pass of ideas or words of another as oneÕs ownÉto
use created productions without crediting the sourceÉto commit literary theftÉto
present as new and original an idea or product derived from an existing sourceÓ
(p.1371). Students in this course will be responsible for authenticating
any assignment submitted to the instructor. If asked, you must be able to
produce proof that the assignment you submitted is in fact your own work.
Therefore, it is recommended that you engage in a verifiable working process on
assignments. Keep copies of all drafts of your work, make photocopies of
research materials, write summaries of research materials, keep logs or journals
of your work on assignments and papers, learn to save drafts or versions of
assignments under individual file names on computer diskettes, etc. In
addition to requiring a student to authenticate his/her work, the instructor
may employ various other means of ascertaining authenticity—such as
engaging in internet searches, creating quizzes based on student work,
requiring students to explain their work and/or process orally, etc.
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