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Speech of Epiphany/Question
Brigit K. Talkington
Basic Course Coordinator
Communication Department
George Mason University
(703)993-4036 (0)
btalking@gmu.edu
Quick Tricks of the Trade
G.I.F.T.S. Presentation
National Communication Association Convention
San Antonio, TX
November 2006
The "Speech of Epiphany" was originally formulated by
Dr. Joani Bedore of George Mason University as another opportunity to
get students up in front of the class once a semester. I've morphed it
into my preferred classroom management/lecture style for the entire
semester, especially for lower level basic courses (Interpersonal
Communication, Public Speaking, Introduction to Communication).
Rationale:
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Encourages students to read the textbook
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Strengthens application of course material to the students' lives
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Awards attendance without "taking attendance"
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Gives the students presentation practice
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Gets the class participating
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Builds camaraderie among the class
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Significantly decreases my need to "lecture"
The "Speech of Epiphany or Question" is intended to share with the class when the student experienced an "AHA" moment, or when, contrarily, they had a "HUH?" moment while reading the text. Just a minute or two, just a few paragraphs, really, is all I'm looking for - just something that shows they read and engaged the material.
Method:
Every semester I build into the syllabus 100 or so participation points which students earn by completing these "Speeches of Epiphany or Question" whenever there is a reading assignment For essentially each chapter, they are to present a very short (1 minute or so) speech of epiphany/question and hand in (not email to me, hand in a hard copy) a typed (must be typed), brief outline for this. Each one earns them 10 points or so – 5 points for presenting, 5 points for the outline – full credit is given for the attempt, unless they are late or not typed.
The students must stand in their places, make eye contact, and present these Speeches of Epiphany. The typed outline really is just for my accounting purposes, and to squelch the "Oh, I had the same thing as Suzy," syndrome. I pass around an Excel spreadsheet which they initial for presenting, or check off their names for just being there (roll call). I have a separate Excel spreadsheet where I keep track of the outlines actually turned in. I do not make them do the Speech of Epiphany on test days, or days when there are other large assignments due, in other words, when they will be earning credit for being there some other way. The readings over which epiphanies are due are marked with an asterisk on my syllabus. For documentable excused absences (doctor's notes, boss's signatures, military orders), I only deduct the speaking portion if they turn. in the outline.
By the time we go around the room – maybe 10 minutes, maybe 40 minutes have passed, depending on how much I felt compelled to jump in with course material. Usually, if I take full advantage of each teaching moment, I can lecture through an entire chapter in about 10 minutes, just saying, "remember what Brenda said about there is (this principle) in real life." If there are 26 students in your class, you will usually get discussion going about 15 or 20 different main ideas from the chapter (there will be some redundancy among students), and most chapters are lucky to have that many main ideas. With this tool, the "lecture" examples are relevant to the lives of your students, not dated from our own experiences. Also, they had to at least open their books to do the assignment. If the books are open, who knows, they may actually read them. This also gets the students 10 or so extra speaking opportunities per semester. In the Public Speaking class in the one or two class periods before their first big graded speech, I do mandate that these epiphanies follow correct speech preparation (Intro, Body, Conclusion) etc, but be forewarned that these speeches take longer to deliver.
Here are brief examples of the spreadsheets I use:
|
Speeches of epiphany/question110 |
31-Aug |
5-Sep |
12-Sep |
14-Sep |
|
Epiphany handed in |
||||
|
1 Random, Student 1 |
||||
|
2 Random, Student 2 |
|
Speeches of epiphany/question 110 |
31-Aug |
5-Sep |
12-Sep |
14-Sep |
|
Initial to show that you delivered, X to show no |
||||
|
1 Random, Student 1 |
||||
|
2 Random, Student 2 |
I think you'll be amazed at what you can learn from your students, and how engaged they become, if you try this method.
Feel free to contact me for any clarifications.
