8.3: Small-Group Discussion--Assignments
- Page ID
- 248516
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Writing Activity
It important to be prepared to speak in public. Read the New York Times article How to Speak in Public. After reading the article, write two paragraphs that summarize and offer your own thoughts in the article.
Small Group Presentation Topics
There will be two groups. The group will be a problem-solving small group that will work to solve the listed issues. Use the reflective-thinking method that was discussed in Chapter 20. You will use the following 5-steps:
1. Define the problem.
2. Analyze the problem.
3. Establish criteria for the problem.
4. Generate potential solutions.
5. Selecting the best solution.
Each member of the group is expected to participate. There will be 30 minutes to prepare. After the time is up, the groups will prepare to hold a panel discussion. Each member is expected to give input. The audience will engage in the presentation.
1. Youth Empowerment Conference
a. The group is to develop a youth conference for youth ages 12-18. Youth are expected to attend.
2. Parent Support Group at an Elementary School
a. The group is to develop a parent support group because this type of group is absent from the local/neighborhood school.
3. A Community Block Club
a. The group is to develop a block club on an imaginary or real-life block. There is not a block club present.
4. An Early Childhood Education Focus Group
a. The group will develop an early childhood education focus group to help parents and caregivers select a site and programs to keep them abreast of the changes in early childhood education.
5. Job Fair at a Local Community Center
a. The group is to develop a job fair for the local community.
6. Developing a Speech 102 Course
a. This group is to develop a speech course that follows the Speech 101 course.
Small Group Presentation rubric
|
Criteria |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
|
Organization |
Organizational patter is clearly and consistently observable and makes the content of the presentation cohesive. |
Organizational pattern is clearly and consistently observable within the presentation. |
Organizational pattern is intermittently observable within the presentation. |
Organizational pattern is not observable within the presentation. |
|
Language |
Language choices are imaginative, memorable, and compelling, and enhances the effectiveness of the presentation that is appropriate to the audience. |
Language choices are thoughtful and generally supports the effectiveness of the presentation that is appropriate to the audience. |
Language choices are mundane and commonplace and partially support the effectiveness of the presentation that is somewhat appropriate to the audience. |
Language choices are unclear and minimally support the effectiveness of the presentation that are not appropriate to the audience. |
|
Delivery |
Delivery techniques (gestures, eye contact, and vocal expressiveness) makes the presentation compelling. |
Delivery techniques (gestures, eye contact, and vocal expressiveness) makes the presentation interesting. |
Delivery techniques (gestures, eye contact, and vocal expressiveness) makes the presentation understandable. |
Delivery techniques (gestures, eye contact, and vocal expressiveness) detracts from the understandability of the presentation. |
|
Supporting Materials |
The use of supporting materials were present and strong in support of the topic. |
The use of supporting materials were present and appropriate in support of the topic. |
The use of supporting materials were present and strong in support of the topic. |
There was insufficient use of supporting materials that minimally supported the topic. |
|
Topic Message |
The topic message is compelling, precisely stated, appropriately addressed, and strongly supported. |
The topic message is clear and consistent with supporting materials. |
The topic message is basically understandable but not thoroughly addressed, and not supported. |
The topic message can be deduced, but it is not explicitly stated in the presentation. |
Discussion Board topic
Reflect on the small group process. Answer the following in the discussion post: (a) Did your group clearly define the problem? (b) Did your group present in an unbiased manner? (c) What kind of leadership did your group have? (d) How focused was the group in the panel discussion?
Respond to the opposite group. You may also respond to your own group members.