Competency 1: Describe Public Speaking
Competency-Based iPLA Guide: Public SpeakingOverviewHow to Use this GuideThis guide is meant to help you understand the knowledge and competencies typically expected of someone who has a college-level understanding of Public Speaking. This guide will help you to determine which of these topics best describes your learning. This guide is also meant to help you go through the processes of thinking about your learning and competencies in preparation for?writing your Prior Learning Request. ?Respond to the activity prompts by drawing from your own experience and using the short scenarios provided to discuss how you would approach each situation.The activity prompts in this guide act as a worksheet to help you identify and describe your learning. The rubric at the end can help you both formulate your responses and assess your learning. Once you have completed all of the competency activities and assessed that you have college-level knowledge in this area, you will compile a more formal iPLA request, incorporating your responses to the competency activities. PLA ProcessWhen you are ready, compile your responses into a learning description to create a more formal iPLA request. Once you complete your learning description, submit it to your mentor for review before you submit your iPLA request to PLA Planner, which initiates the evaluation process.?The college will assign an evaluator to your iPLA request. The evaluator uses two sources to assess your learning: 1) your learning description/iPLA request, which you develop from your answers to this worksheet, with any appropriate supporting evidence, and 2) an interview. The evaluator asks questions to help clarify and verify your knowledge and to gain a better understanding of the depth and breadth of your learning. The evaluator may ask about possible redundancies between a particular credit request and other studies that are listed on your degree program. The evaluator also may suggest changes in the title of your learning components, the number of credits, the level of learning, or liberal arts and sciences credit designations.?Once your interview is complete, the evaluator will write a recommendation which is posted in PLA Planner. To learn more about the evaluation process, please talk to your mentor and read the college’s iPLA guide at of Public SpeakingThis guide is intended to help you both identify your knowledge and apply it. You will be asked to create and submit brief samples as you move through the prompts in the Activities. You'll also be expected to describe and reflect on your public speaking process and provide a sample of yourself speaking. You will be evaluated on your responses for each competency in the Activities area as well as additional sample you will submit in the final assessment area.Note: Public speaking involves formal development and presentation of speeches. ?You may have more informal experience such as organizing and speaking at weekly meetings, which may be better suited to pursuing prior learning credit in business petency Worksheet for your iPLA RequestCompetency 1: Describe Public Speaking Activity 1.1 Describe Your Experience with Public Speaking? Describe your experience public speaking, including: ?the contexts or roles in which you learned about this (e.g. clergy, manager, HR trainer, community leader, Toastmaster’s training* etc.)the types of public speaking you do (e.g. informative, ceremonial, etc.) and the types of speeches that you have delivered.*Some training may be pre-approved for credits; check with your mentor.?As you consider these questions,?you may want to compile a list of experiences that you have acquired to use as samples to reflect your college-level learning.Activity 1.2 Describe Your Public Speaking Process Reflect on the speeches that you have delivered and provide an overview of the processes that you went through to prepare, deliver, and evaluate the speeches. ?Was the process different for different types of speeches (e.g. informative, persuasive)? If so, please petency 2: Speech Preparation Activity 2.1 Analyze a Speaking Situation Scenario: A local business brings in speakers from the community to share their expertise on a wide variety of topics. ?The business is a medium-sized one committed to its employees’ development. ?Speakers usually come once a month at lunchtime and, on average, 20 of the business’ 200 employees attend. ?Speakers in the past have been diverse, offering informative presentations on topics as different as gardening and computer security; persuasive presentations on community and environmental issues, among others; sales presentations on their company’s products; training for adult workers, such as resume writing, customer service, or email etiquette; and even celebratory speeches on special occasions. ?You have been invited to speak next month. You have one preparatory meeting with the employee in charge of getting speakers. ?Develop a list of questions you need answered during that meeting in order to gain a fuller understanding of the speaking situation, to help you as you prepare your speech. ?What do you need to know before you develop your presentation? ?**You will be using this same scenario to respond to the next five activities in this competency.?**Part 1. Identify the topic you want to speak about. ?Identify the one main idea that you want your audience to retain after they hear your speech. ?Create 3-5 supporting points related to that main idea, and list them in the order in which you would offer them in the speech. ?In your answer, please label the Topic, Main Idea, and Supporting Points. Part 2. Explain why you ordered your supporting points in the order you chose.Part 3. Choose one of your supporting points and explain the type of evidence or information that you’d use to get your audience to understand this point.Part 4. Explain why you would choose this type of evidence or information.Part 5. Write a few sentences to introduce yourself and the topic, and to engage the audience.Part 6. Write a few sentences to summarize and enforce your main idea.Activity 2.2 Create a Visual Using the scenario above, please complete the two parts below.Part 1. Create one example of a visual aid (e.g. PowerPoint slide, Chart, graph, photograph) that complements one of your supporting points.?Part 2. Explain why you chose the visual – what do you hope to achieve or reinforce with this particular visual?Activity 2.3 Identify a Method of Delivery This activity has two parts.Part 1. Given the audience, topic, and purpose of your speech to the lunchtime group, identify a method of delivery that is appropriate for this speaking situation:Reading from a manuscriptReciting from memorySpeaking impromptu (off the cuff), and/orSpeaking extemporaneously, (using notes to jog memory of what was practiced in advance).Part 2. Explain why you would prepare to deliver this particular speech in this petency 3: Speech Delivery Activity 3.1 Use Verbal Strategies Please base all of Competency 3, Activities 1-4, on your own experience. (If you are planning to submit a sample speech, feel free to reference that speech.)Discuss the various verbal strategies that you have used to deliver your sample speech and how your verbal strategies have improved over time?(e.g. Vocal Delivery such as Volume, Speaking Rate, Effective Pause, and Pronunciation)Activity 3.2 Use Nonverbal Strategies Please base all of Competency 3, Activities 1-4, on your own experience. (If you are planning to submit a sample speech, feel free to reference that speech.)Discuss the physical or nonverbal elements that you used in the sample speech (e.g. gestures, movement, posture, eye contact, personal appearance etc.) and how the nonverbal ?aspects of ?your delivery has improved over time.Activity 3.3 Communicate with Audience Please base all of Competency 3, Activities 1-4, on your own experience. (If you are planning to submit a sample speech, feel free to reference that speech.)What strategies do you regularly use during delivery to engage the audience and address questions and/or interruptions? Refer to examples related to your sample speech or past speeches.Activity 3.4 Manage the Unexpected Please base all of Competency 3, Activities 1-4, on your own experience. (If you are planning to submit a sample speech, feel free to reference that speech.)Describe an experience where you handled an unexpected challenge OR choose one of the following scenarios to address:You were invited to speak on a particular topic, but the audience asked you to address a different, more pressing topic.Equipment fails.You prepared to speak to an audience of 100, but only 20 show up (or vice versa).? ?You’re asked by an audience member to clarify a concept by offering information that could be considered private or classified.Activity 3.5 Manage Speaking Anxiety What ideas and techniques have you learned for managing speaker anxiety and how has your delivery improved over time with regard to positive ways to handle speaker anxiety?Competency 4: Speech Evaluation Activity 4.1 Speech Evaluation What strategies do you use, both during and after a speech, to evaluate the quality of the presentation? ?How do you apply what you’ve learned??Provide specific examples from your experience and/or your sample speech.Activity 4.2 Speech Effectiveness This activity has two parts.Part 1. Choose three adjectives that describe effective public speakers and three that describe ineffective public speakers, and explain why.Part 2. What informal, general rules have you developed for yourself when speaking in public, in order to speak effectively?Activity 4.3 Evaluate Sample Speech Apply the adjectives that describe effective and ineffective public speakers (Competency 4, Activity 1) and the informal, general rules for effective public speaking (Competency 4, Activity 2) to evaluate the effectiveness of the sample presentation shown here:? 5: Reflect on Your Knowledge Activity 5.1 Analyze Your Strengths & Weaknesses What are your own strengths and weaknesses as a public speaker? In what ways have you changed or improved over time?Activity 5.2 Teach Others Analyze the importance of each topic of knowledge that you have gained about public speaking. ?What main topics would you teach if you were working with a new public speaker? ?What would be your 4-6 priorities for training, and why?Activity 5.3 Reflect on the Nature of Public Speaking This activity has two parts.How does public speaking differ from other forms of communication?What trends do you see in public communication?Describe Additional Learning This section is intended to provide you with an opportunity to discuss other learning you may have accomplished that is not already reflected in the Competency prompts.? Please make sure you discuss your learning with your mentor for guidance on how to articulate what you have learned.Next Steps Step 1: Compile and Write Your iPLA Request, Based on Responses to Worksheet Activities??Review and compile all your responses to the activities from the various competency areas into a learning description. Review your learning description with your mentor. From the questions in the guide and the feedback you receive from your mentor, complete your iPLA request.?Review what you have written and be sure that your learning description conveys your knowledge.?Re-review the rubric, consider the evaluation criteria, and be sure that your learning description meets or exceeds expectations.?Consider the feedback you have received from your mentor.?The final iPLA request should reflect college writing; be sure to proofread what you write before submitting it to PLA Planner.?Step 2: Prepare for your interview?After the evaluator has reviewed your request, he or she will conduct an interview with you to gain a more in-depth understanding of your knowledge. You are expected to participate actively in the evaluation process. The evaluator may ask you to demonstrate or elaborate further on your learning. The evaluator needs to be confident that your learning is college level and not redundant with other learning in your degree plan.?Think about questions that the evaluator may want to ask you and think about possible responses that you can provide. The interview process can be interesting and informative. The interview is an opportunity for you to discuss ways in which you have used your knowledge and applied that knowledge in different situations. It can result in an increased understanding of your learning and provide you with new or differing perspectives.? Rubric for Public SpeakingCompetency 1: Describe Public SpeakingDescribe Public SpeakingApproaches ExpectationsMeets ExpectationsExceeds ExpectationsDescription focuses mostly on experiences and less on processes for preparing, delivering, or evaluating speechesFully describes experiences and the necessary processes for preparing, delivering, and evaluating speechesMeets Expectations AND Explains how processes for preparing, delivering, and evaluating may vary for different types of speechesCompetency 2: Speech PreparationAnalyze a Speaking Situation & Identify a Method of DeliveryApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or no linkage of speech preparation with speaking situationIdentifies essential questions that need to be answered in order to prepare for a speech.Selects an appropriate method of delivery and explains rationaleMeets Expectations AND Analyzes and connects speaking situation with topic choice, focus of support, and method of deliveryChoose a Topic / Create Main Ideas & Supporting PointsApproaches ExpectationsMeets ExpectationsExceeds ExpectationsSupporting points minimally relate to main idea. ?Minimal or no examples and detailsSupporting points relate to the main idea, are sequenced appropriately, and include relevant evidenceMeets Expectations AND Supporting point are fully developed with appropriate, clear, and relevant evidenceCreate Introductions & ConclusionsApproaches ExpectationsMeets ExpectationsExceeds ExpectationsNo self-introduction; minimal or no introduction of speech’s topic. Ends abruptly, with minimal or no summary or emphasis of main ideaIntroduces self and topic. ?Creates a clear conclusion that summarizes or emphasizes the main ideaMeets Expectations AND Introduction and conclusion creatively engage the audienceCreate a VisualApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or poor quality visuals, with questionable relationship to main topicClear visuals that effectively complement the main topic.Meets Expectations AND Visuals are memorable and sophisticatedCompetency 3: Speech DeliveryUse Verbal StrategiesApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or no ability to use verbal strategies to enhance speech deliveryUses a variety of verbal strategies consistently to enhance speech deliveryMeets Expectations AND Verbal strategies create a compelling speechUse Nonverbal StrategiesApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimally aware or unaware of movements, eye contact, personal appearance, etcUses physical movement, eye contact, and other nonverbal strategies purposefully and consistentlyMeets Expectations AND Uses physical movement, eye contact, and other nonverbal strategies purposefully to elevate connections among content, speaker, and audienceCommunicate with AudienceApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or no audience engagement; not aware of audience questions and interruptions or does not address appropriatelyEngages audience and addresses questions and interruptions appropriatelyMeets Expectations AND Engages audience using ?multiple strategies to ?create a relevant dialogue with the audienceManage the UnexpectedApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or no ability to flexibly alter a speech based on unexpected audience needs or circumstancesFlexibly alters a speech based on audience needs or circumstancesMeets Expectations AND Speech alteration is creative and results in an overall positive outcomeManage Speaking AnxietyApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or no knowledge of how to manage speaking anxietyConsciously uses techniques to manage speaking anxietyMeets Expectations AND Consistently uses techniques to manage speaking anxiety and describes how techniques have matured over timeCompetency 4: Speech EvaluationEvaluate Speech EffectivenessApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimal or no ability to identify characteristics of strong speakers or rules for effective speeches for self and othersIdentifies essential characteristics of strong speakers and rules for effective speeches for self and othersMeets Expectations AND Characteristics and rules reflect a variety of competencies and sub-competencies of public speakingCompetency 5: Reflect on your KnowledgeAnalyze your Strengths & WeaknessesApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimally identifies personal strengths and weaknessesIdentifies and provides examples of personal strengths and weaknesses and growth over timeMeets Expectations AND Elaborates on strategies to improve public speaking skillsTeach OthersApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimally prioritizes important concepts of public speakingProvides rationale for prioritizing important public speaking conceptsMeets Expectations ANDProvides detailed rationale for prioritizing important public speaking conceptsReflect on the Nature of Public SpeakingApproaches ExpectationsMeets ExpectationsExceeds ExpectationsMinimally compares public speaking with other types of communication and/or to identify trendsDistinguishes public speaking from other forms of communication.Identifies current trends in the fieldMeets Expectations AND Uses multiple points of comparison to distinguish public speaking from other forms of communication.Explains reasons for current trends, and forecasts future trends ................
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