Monday, April 29, 2013

Community 2.0 - Activity Update - King

Happy Monday everyone - For now, I'm simply connecting my provided grid.  I'll be honest, my plan is to implement this within the final speech (persuasive), not the primary large speech.  I am trying to mesh this with what we do here in Community 2.0 but my timeline may be a little off.  My purpose for this, is that students will meet with me, develop their speech, deliver and then have a better understanding of the foundational skills at that point.  

This will enable them to more insightfully evaluate each other for their final work.

The only part that needs completed at this stage are the rubrics.  I don't foresee any issues, as the students have been using the platform all semester in different ways.  (Of course, there will be issues!  Yay for issues!)

Activity (Pedagogy)
Connection (Community)
Platform (Web 2.0)
What is the lesson plan?

To provide students with an understanding of appropriate feedback (rubric) and interaction within the structure.

What are you goals/outcomes?

There are several goals…

First, that students, by evaluating other student work, will better understand the fundamentals of speech development in a different capacity through peer evaluation.

Second, that students who receive feedback will be able to edit their work accordingly, understand the suggestions of their peers (whether technical or one’s perspective).

How much time will the activity take?

One session to explain the rubric, provide examples together of appropriate feedback, and verify standardization of feedback rules.

With whom with you connect? 

Two of my sections of HUC 106: Public Speaking

What do these two groups have to learn/gain/ experience from each other?

Perspective, application of professional speech writing and working together to craft a better formulated speech product.

How will you coordinate?

Will all take place within the classroom for one session.  The feedback will take place on by creating folders for each group to place documents.  No live editing should occur, only suggestions and feedback which will then be applied by the author.
What platform(s) will you use?

What do you need to do to set it up (e.g., are you already using it? Do you need to learn it?)

Nothing, already using, students already plugged in.

Where will you do it (e.g., do you need to reserve a computer lab)?

No accommodations necessary.
Identify the strengths of your activity. Where do you still need to work on it? What questions do you have? What support do you need?

The strengths include having students benefit from thinking as the editor (or teacher) allowing them to shoulder a different responsibility as compared to only being the writer.

I need to construct a rubric to provide to students to give direction and hone appropriate feedback.

In terms of support, none necessary.

Identify the strengths of your connection? Where do you still need to work on it? What questions do you have? What support do you need?

N/A on strength of connection. 

Identify the strengths of your platform. Where do you still need to work on it? What questions do you have? What support do you need? does what it needs to do very cleanly and doesn’t have excess tools.


  1. I like this idea of posting "the grid". It helps me clarify missing aspects in my own grid by looking at, this time, Mark's one. Maybe we could have a place were we can see all grids?

  2. This looks like a well-constructed activity--I'm eager to hear how it turns out. From the way Mark describes it, sounds intriguing. There's a lot to be said for a platform that's clean, minimal, and straightforward. Thomas and I are using Facebook due to familiarity and ease of entry, but it's become extremely cluttered over the years. Rather than a platform driven by revenue from ad views, a subscription service like would feel much less intrusive and mercenary.