Topic
Public Speaking
Learning Outcomes
Manage stage fright
Draft an elevator pitch for introductions
Define the message, the objective(s) and the outcome(s) of a speech/presentation
Analyse the audience
Apply five tools to define the direction of the speech/presentation
Apply four methods to define the structure of the speech/presentation
Develop a dynamic on-stage personality using vocalics (speaking tone, pitch, stresses and pauses) and body language
Apply five types of gestures to enhance engagement with the audience
Apply two model for impromptu speaking and answering questions from the audience
Instructional Design Models
Cognitive Learning Model
Kolb's Theory of Experiential Learning
Many people have different opinions on what makes for good public speaking and what makes for a good public speaker. As a result, the learners arrived with prior knowledge of the skill and experience of previous public interactions, both large and small, but also with a willingness to develop their skill.
One of the most daunting aspects of public speaking is dealing with stage fright. After learning to overcome this barrier in the first segment of the workshop, the learner's attention was drawn to the methods and tools for writing and delivering an impactful speech/presentation.
Drawing a link between the learners' current knowledge and the new knowledge to be covered in the workshop required the use of the cognitive learning model concepts. Via directed questions, the learners were asked to share their public speaking experiences, mistakes, and opportunities for change.
The cognitive learning model helped in the presentation of new knowledge and showed how this new knowledge can build upon their existing knowledge.
The workshop's framework was created to teach the learner how to analyse an audience, define the message, set goals, structure the message, define the course of the speech/presentation, plan and rehearse, keep the audience engaged, use gestures and body language to build an impression of confidence and competence, and speak in impromptu situations, in this order.
The flow of these subjects was interlaced with tasks, assignments, assessment, and immediate feedback to encourage learning through experimentation and reflection.
Learners were also given a takeaway with a rundown of all the topics, techniques, and strategies explored in the workshop to help them remember what they learned.
Pedagogy
Lecture
Demonstration
Assignment
Activity
Peer Evaluation
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