Oral Presentations/ Public Speaking

          As an effective educator, it is important to have strong oral communication skills and to have the ability to captivate an audience (i.e. students). This quality is something that I have seen missing from many of lectures presented by university professors. Quite often, the missing quality is rarely their understanding of the content, as their PhD qualifications are proof that their level of content knowledge is extensive. Where these professors tend to lose their students’ interest, is in their ability to captivate and connect with their audience.

          These missing qualities are not only present in university lectures, but are present in many public speaking presentations from people and students of all ages and qualifications. If the ability to captivate and connect with an audience is something that is missing from such a diverse group of people, it is possible that the characteristics that accompany an effective and memorable oral presentation are not being properly addressed by today’s educators.

Wrench, Jason S. (2011, October 20). "Public Speaking" [Online Image]. Retrieved from http://images.flatworldknowledge.com/wrench/wrench-fig01_x005.jpg

          In the Ontario Language Curriculum, “using speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes” is the second overall expectation found in the oral communication strand. In these expectations students must identify the key characteristics that relate their content to the specific audience and use strategies to help the delivery of oral information. Confidence is one strategy that conveys honesty and a trustworthy demeanor and allows the audience to connect with their speech. This is difficult for a majority of students. The fear of public speaking is such a prominent and fearful experience for so many people that it has been named Glossophobia. 

          The anxiety that surrounds public speaking can possibly be due to the lack of time that teachers spend teaching how to confidently approach the art of public speaking. Consequently, many public speakers feel belittled, nervous, and small.

Brandon. (2010, May 30). "Glossophobia" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitcZf7q7S5AC-LirdpuNw_PNS5b_-8VQ-M06vKcidf05P7fpnqIN_drrDwkDZKVYYJGHTW5XY-G3XnWcWgCPNF4m1z0m2BO2dJEwJN78EGcafxYlyal5a7FvuQlIGuw1uKIHR4K-td3IgB/s1600/fear-of-public-speaking.png

In my experience, teachers would explain to us that a good oral presentation is content rich and should be delivered confidently. The only problem with this directive is that the characteristics that define a confident looking/sounding presentation are not normally discussed or practiced in class. In this blog I will be addressing those important qualities and the benefits that public speaking has for students.

          When orally presenting there are two main areas that need attention: verbal skills, and nonverbal skills. Often times, oral communicators will only focus on the verbal skills of their presentation (pace, pitch, and volume) and do not focus or take time to practice their nonverbal skills. Body language accounts for 55% of overall effective communication skills while words account for 5%. When presenting to an audience, it is important to use effective nonverbal skills such as: eye contact, smiling, and posture.

Visualistan. (2015, February 15). "Body Language" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitcZf7q7S5AC-LirdpuNw_PNS5b_-8VQ-M06vKcidf05P7fpnqIN_drrDwkDZKVYYJGHTW5XY-G3XnWcWgCPNF4m1z0m2BO2dJEwJN78EGcafxYlyal5a7FvuQlIGuw1uKIHR4K-td3IgB/s1600/fear-of-public-speaking.png

           In general, people tend to naturally pay attention to those who make eye contact with them and are more likely to like the individual who is presenting. Smiling is an effective nonverbal communication skill that makes you look trustworthy, attractive, and non-intrusive. Coupled with good eye contact, it makes everyone in the room feel at ease and more receptive to receive the presented information. Finally, using a strong posture that uses open shoulders and an elongated spine will exude confidence to the audience and create feelings of empowerment for the speaker. Furthermore, using open armed gestures will help to accentuate the confident body posture mentioned above.

Aggarwal, Anurag. (2012, June 4). "Body Posture" [Online Image]. Retrieved from http://blog.anuragaggarwal.com/wp-content/uploads/2012/05/Body-Language-and-Posture-in-Public-Speaking.2-300x217.jpg

          When public speaking students not only benefit by fine-tuning their verbal and nonverbal skills and overcoming their fear of public speaking, but also benefit by developing critical thinking skills and leadership skills.

          When public speaking, students are required to conduct and analyze research about their topic. In doing so, they are gathering and processing information that will help to support their ideas. Sometimes, students are required to discuss a solution to a problem. During this process, they must critically think about the pros and cons surrounding their solution and the impact that these factors will have on their community and the world around them. 

Firstcovers. (2013, December 10). "Change your Words/World" [Online Image]. Retrieved from http://images.firstcovers.com/covers/userquotes/c/change_your_words-30101.jpg?i

           This level of understanding towards their community and the issues that matter to them are essential qualities that highlight a good leader. Students who actively take part in public speaking are able to effectively communicate to their followers the actions that they should take. By knowing what matters most to them and by effectively expressing this to their peers, students can help their school community to make positive changes in the world around them and to do so as a united student body.

The benefits gained from public speaking are qualities that students will use throughout their lifetime and that will help them “to be the change that [they] want to see in the world” (Gandhi).

Persuasive Writing

Persuasive Writing and the Power of Opinion

         When persuasively writing, an author focuses their attention on reflecting about an issue while at the same time adding an element of opinion to their text. It has been said that opinions are like rear-ends, where, everyone has one and they all stink; however, the philosopher Plato would say that “opinion[s] [are] the medium between knowledge and ignorance” (Plato). I find this thought fascinating as it implies a greater truth regarding opinions; that, they are neither fact, nor are they invalid. Consequently, teaching our students to properly persuade an audience by supporting their opinions with evidence and information is essential for their educational development and empowerment. It involves several processes that promote deeper thinking skills and “should receive a more prominent place in the curriculum” (Read, London-Hays, and Martin-Rivas, 2014).

Sheabosworth-bs-98. (2015, February 12). "Persuasive Writing" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi12-bJSryd-gRfJGEI-RO2c2j6qKatnEw2Z9_C0UXpKvZ4prPSc8rcmT4V-atfncfCftCjhw7ueK-5GiwoE3IvUpBIuhsi3LzLwE-Zsg-JWwRzCEEuc4VGFt56jzLQo_QO1e8kq1WqYtaT/s1600/Slide2.JPG

          In our most recent literacy class we read an article entitled Gradually Releasing Responsibility to Students Writing Persuasive Text (Read, London-Hays, and Martin-Rivas). This article discusses how teachers are not spending enough time teaching students to write and even less time when writing for a specific genre or text like persuasive writing. In the Ontario Language Curriculum, “[generating], [gathering], and [organizing] ideas and information to write for an intended purpose and audience; [and] [drafting] and [revising] their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience” are the first and second overall expectations found on page 12 of the writing strand. When persuasively writing, students are required to identify their audience and to use evidence and specific stylistic elements that will allow their text to influence the reader towards an intended purpose. There are a few specific rules and techniques that teachers can use to help their students develop their persuasive writing and deeper thinking skills.

         

        The first way, is to create a graphic organizer, model how to use it, and then let your students independently fill in the information required for their written text:

RSVPaint. (2015, January 15). "Graphic Organizer" [Online Image]. Retrieved from http://www.rsvpaint.com/essay-graphic-organizer-word/

           What I like about this organizer is that it allows for all of the necessary stylistic elements needed for a persuasive text. The main opinion, reasoning for the opinion, evidence for the reasoning, possible counter argument, negating evidence for the counter argument, and a strong concluding point that is solidified by weighing the pros and cons that support the main opinion. Like a well designed assembly line, the organizer is able to develop the student’s opinion and persuasiveness in a step-by-step process that eventually returns full circle, strengthening the intended purpose of the main opinion.

         Other people, like Kindergarten teacher Tracey Cleek, have envisioned this process like an OREO. Where, the opinion acts as the cookie at the beginning and at the end of the persuasive text and the examples and reasoning act as the creamy filling on the inside.

Cleek, Tracey. (2011, October 23). "Oreo Organizer" [Online image]. Retrieved From http://our-cool-school.blogspot.ca/2011/10/persuasive-writing-oreo.html

           In a blog post by in-service teacher, Blair Turner, she mentions that “we [should] really emphasize the use of linking words and phrases...to introduce reasons, to introduce supporting details, and to help summarize” when writing for a persuasive text (Turner, 2013). In her post she lists a useful resource outlining words and phrases to be used in each instance.

Turner, Blair. (2013, November 9). "Linking Words and Phrases" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPUZT9B7PvqPExO6tUuCrzo7_6R6a7RIJGTGUtTE9xNp_k0xsvl88G1hkTHTR3-Jbi1wo0AmQUBdOStX0KVD2iAJUI9ldTe5kz-Y7edPKnUZwao3oMN2sTv9-Oq2ijSKI8jcQ9SAaGhTg/s1600/persuasive+writing+hooks+mini-lesson.022.png

           By using these words and phrases, students are able to strengthen their opinion and to further persuade the audience towards their purpose. This is where the deeper thinking skills are developed. Student’s need to identify their intended audience’s triggers. By this, I mean that in order for the text to be persuasive it has to take into account that the topic being addressed is of interest to the audience and that the evidence and wording being used will connect with their motivation instincts and beliefs. Student’s will need to identify what makes their audience actually ‘tick’ and how to keep them interested until the concluding proof of the final persuasive statement. The deeper level thinking skills involved in such a process requires the student “to produce, evaluate, and act on the professional, ethical, and political discourse that is central to our democratic society” (Crammond, 1998). 

Isaksen, David. (2013, July 9). "Arnold Persuasion" [Online Image]. Retrieved From http://intelligenceofpersuasion.blogspot.ca/2013/07/what-is-difference-between-rhetoric-and.html

          When persuading an audience, students need to realize that sometimes asking someone to agree with them or to accept their opinion just because they ask them to or just because they ask them nicely, will not always persuade them to do so. Students need to give their audience the right kinds of motivation that will allow them to accept the persuasive material that they are being given. In doing so, students will better direct their own thinking and formulation of opinions to logically understand the world around them and to have the power to persuade the members of society whose opinions are misguided and ill-informed.

Non-Digital Reference(s)

C r a m m o n d , J . ( 1 9 9 8 ) . The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15( 2 ), 230 – 268 .

Comprehension Strategies

Reading Comprehension Strategies for Students

          Why can I never seem to recall the information I’ve read literally two seconds after I’ve read it? This is an example of poor comprehension and is an important area of focus for many of today’s literacy teachers. Having such a prevalent place in today’s school curriculum, literacy has almost become more popular than Twilight or One Direction; OR maybe more popular than both put together!

Gibsy12. (2013, August 6). "Twilight (One Direction)" [Online Image]. Retrieved from https://www.wattpad.com/story/7430879-twilight-onedirection

          OK, maybe literacy isn’t THAT popular; however, on page 12 of the Ontario Language Curriculum, reading and understanding a variety of literary texts and being able to use strategies to create meaning from those texts is number 1 in the reading strand’s four overall expectations. Thus, it goes without saying that remembering and comprehending what has been read is paramount to literacy education. This can be seen in today’s schools as teachers are putting more time into guided reading. In particular, teachers are beginning to focus on keeping month-to-month statistical reports that measure each student’s reading progress. A video that I found on the Curriculum Services Canada website highlights the benefits of guided reading and how this approach is incredibly effective.  Essentially, it ensures that no student is left behind.

Newingham, B. (2012, December 4). "Guided Reading" [Online Image]. Retrieved from http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/

          When a teacher is present, students are able to ask questions to help them make connections and to comprehend the information. The only problem with guided reading is that it doesn’t take into account what happens when students are reading by themselves. Students need to learn how to read effectively and this means that inside of their educational ‘tool box’ they need a set of comprehension strategies that they can use to get the most out of their individual reading time. 

          Comprehension strategies allow students to become better learners and to independently make sense of the information that they're reading. By helping students to clearly organize their ideas, these strategies also allow for a greater retention of information. This kind of properly organized and retained information is much easier to recall and students can often remember more details regarding the text. 6 comprehension strategies that can help students to read more effectively are: predicting, inferring, connecting, visualizing, summarizing, and questioning.

Mohamad, I. (2015, October 2). "Comprehension Strategies" [Online image]. Retrieved from http://www.teachingskills.org/en/6-effective-comperhension-strategies/

          Each strategy helps students to form their inner conversation voice and to think deeper than the normal surface level reflections.  

Predicting helps students make assumptions about what might happen in the text by looking at such elements as the title, text, or images. Moving a little deeper than predicting is inferring.

Inferring allows students to use information already found in their schema to help fill in the gaps and to draw conclusions. These conclusions help students to connect their previously developed schemas with new information found in the text.  

Connecting teaches them to relate the text’s information with themselves, other texts, and the world around them. This connection promotes the visualization of their past experiences.
  
Visualizing is essential to comprehending information. Students learn to create mental images of the characters, settings, and events that occur in the text. This allows students to get a better understanding of the text’s main ideas and leads them to the next strategy of summarizing.

Summarizing teaches students to organize the entire text into it’s simplest form. It forces students to remove the extra verbiage and extraneous examples, leaving them with the bare essentials; however, in my experience, this strategy always proves to be the most difficult. Throughout this entire process students constantly need to be asking questions.  

Questioning needs to take place before, during, and after the reading of a text. This helps students to better understand the meaning of the text and the author. The most important part about questioning is to be honest. Students need to answer their questions honestly so that they know whether or not they need to reread the text to get a better understanding of the content. 

          Another fantastic reading comprehension sheet that outlines the six strategies just mentioned above can be found here. This sheet was adopted from the work of Beale, Keene, and Dovani and was published by Scholastic. This sheet is intended for grades 6-8 and covers the number 1 overall expectation mentioned earlier in this blog regarding the reading strand of the Ontario Language Curriculum.

          
          Another very useful comprehension sheet found on Jen Bradshaw’s blog called Teacher Karma, is intended for grades 4-6 and involves students asking questions that will help them to develop all six strategies mentioned above. 

Bradshaw, J. (2015, October 15). "Metacognition Think Sheet" [Online Image]. Retrieved from

http://www.teacherkarma.com/2014/09/you-oughta-know-metacognition-and.html

          And, because we know that every student - no matter how old they get (I’m 27) - loves a great game to help them learn new information, here is an excellent comprehension game found on Miss B’s blog called Adventures with Miss B. Much like the think sheet on Jen Bradshaw’s blog, this comprehension game also promotes each strategy listed above. The best part, is that this game disguises learning with a fun filled socially interactive activity that promotes community.

Miss Beavis. (2014, May 12). "Comprehension Dice Game" [Online Image]. Retrieved from https://www.teacherspayteachers.com/Product/Reading-Comprehension-dice-Game-grades-K-2-1247651

          Thank you so much for taking the time to read this educational blog regarding reading comprehension strategies. I hope that you found this information to be useful for whatever purpose that brought you to this page. Now, the only couple of questions that you need to ask yourself are: did I actually retain the information presented? And if so, what were the three most important ideas? And have I been making connections? And how does this information connect to my previously developed schema?  And.............. oh COME on! I'm just kidding, I know you comprehend it!

The hidden messages of colour in branding

HOW DOES COLOUR AFFECT THE BRANDS YOU CHOOSE?

EVER STOP TO THINK ABOUT IT?

          Is it just me? Or does it seem like every time I'm passing buy some fast food place - regardless of my hunger level - I'm craving to dig into something hot, juicy, and delicious? Sometimes it could be the smell that gets me, or the familiar brand jingle that pops up in my ear, but "84.7 % of people say that colour is the primary reason they purchase a product" (Ahmad, 2013). This statistic and other uses of colour in branding can be found on Irfan Ahmad's blog at http://www.digitalinformationworld.com/2013/08/how-colors-influence-people-psychology.html. Is it just a coincidence that many fast food brands choose to use the colour red in their marketing logos and branding? In this blog I will be analyzing both McDonald's and Taco Bell's use of colour in their branding schemes.

Ahmad, I. (2013, August 8th). "McDonalds Branding" [Online Image]. Retrieved from http://www.digitalinformationworld.com/2013/08/how-colors-influence-people-psychology.html

          I think for all us, McDonald's use of colour in their branding is an easy example to grasp and likely the one that everyone was already thinking about. The colour red is known to be easily visible with it's use at stop lights and to create feelings of passion and love. The colour yellow can be associated with the sun and the happy feelings that come with the arrival of summer. In this diagram above it outlines how the use of red is able to increase an individuals appetite and create a sense of urgency. This fits directly into McDonald's business model of fast turnovers and high consumer traffic rates. The use of yellow is able to create a happy atmosphere and links to the center of the brain responsible for optimism. Their company slogan: "I'm lovin' it", perfectly fits into their use of  the colour yellow, and their clown mascot creates feelings of joy and hopefulness. It seems as though their intended purpose is to attract hungry adults and children, and to create a sense of urgency in the hunger response system of said individuals. Finding these hidden meanings in their marketing purpose directly links to the media studies strand in the Grade 6 literacy curriculum requiring students to "interpret media texts, [and to use] overt and implied messages as evidence for their interpretations" (curriculum p.113). Keeping this in mind, what about those uses of colour that aren't as obvious?
          In a recent literacy class we explored an advertising commercial produced by the Taco Bell corporation. This commercial was advertised during one of the largest drinking and eating consumption days in our calendar - super bowl. In this commercial we viewed senior citizens sneaking out of their retirement home and emulating a typically perceived younger-generation's night out. This night out involved promiscuous activity, heavy drinking, poor choices and eventually the consumption of Taco Bell food. At the end of the commercial the title read "live more". So how does this portrayal of their brand reflect in their use of colour branding?

Taco bell image: editor. (2015, July 9). “Taco Bell Brand” [online Image]. Retrieved from http://thecityinfluencer.com/taco-bell-now-delivers/

          In class we were discussing the underlining hidden messages in this commercial. Those messages - as one can imagine - were rooted in the negativity and misleading atmosphere created by the advertisement; however, during the super bowl I can't imagine that there would be too much 'deep thinking' taking place while such an advertisement is making it's rounds over national T.V. Keeping that in mind, the face value of this commercial is one that is highly inventive and creative. One may even suggest that if the wiser senior citizen is willing to risk such a night out for Taco Bell then it must be acceptable for the younger crowd to do so as well. So how does this light-hearted and imaginative commercial with the final catch phrase "live more", reflect the colours presented in their brand?

Ahmad, I. (2013, September 28). “Purple psychology” [online image]. Retrieved from http://www.digitalinformationworld.com/2013/09/5-tips-to-choose-right-color-scheme-for.html

          In this diagram presented on another blog by Irfan Ahmad, he suggests that in marketing the colour purple is said to "represent a creative, imaginative, [and] wise brand" (Ahmad, 2013). This seems to directly relate to the creative and imaginative marketing style presented in their commercial. This information can be found at http://www.digitalinformationworld.com/2013/09/5-tips-to-choose-right-color-scheme-for.html. Are there any other potential relations that we can make towards their use of colour? How about the idea that purple can signify success, wisdom, and is used in marketing to often promote beauty and anti-aging products? It is possible that the use of the senior citizens - who are often associated with wealth, success, and wisdom - are a direct link to this message. Their eccentric behaviour seems to be directly relating to the 'agelessness' that the colour purple is often used to represent when marketing for beauty supplies. If you think that these assumptions are all just 'shots in the dark' and have no real bearing on the colour that they use in their branding, then that is your opinion and you are free to hold to that and I respect that greatly; however, before I leave you from this short analysis of these two fast-food corporations - keeping in mind the previous statements made regarding McDonald's - I'll leave you with a single picture of Taco Bell's older brand logo and let you be the judge of whether or not colour is being used to judge or sway your consumption habits.

Mantia, L. (2013, July 23). “Old Taco Bell Logo” [online image]. Retrieved from https://dribbble.com/shots/1167019-Taco-Bell

See anything familiar?? "Live more" folks, 'cause "I'm lovin' it"!


Stay tuned for the next blog where I'll be digging into such brands as Coca-Cola and Pepsi Co.

Cheers!!