ELPS 430 Curriculum in Higher Education

Loyola University Chicago

Experiential Learning Project Template
ELPS 430 Group Leader: Adessa Kiryakos
ELPS 430 Group Members: Rebecca DeRose, Angeline Jones, Adessa Kiryakos, Joliana Yee
SESSION 1: PUBLIC SPEAKING
Learning Outcomes (based on Finks Taxonomy)
Foundational Knowledge
Students will be able to identify the core components of a speech.
Application
Students will be able to articulate organized thoughts.
Integration
Students will be able to compare the elements from effective public speaking to ineffective
public speaking.
Human Dimension
Students will be able to increase their self-confidence as a public speaker.
Students will be able to encourage others to improve their own public speaking skills.
Caring
Students will be able to value public speaking as an important professional skill
Learning how to learn
Students will be able to identify ways to continue improving their public speaking skills.
Assessment Activities
FIDeLity Model: immediate feedback in group discussions
About Me speeches assessed through peer-to-peer feedback to apply, synthesize, and integrate
the foundational knowledge that includes components of effective public speaking.
Group Debrief will also help students integrate, synthesize, reflect on the human dimension,
develop caring, and discuss how to continue learning.
Learning Activities
1. TedTalk Video: foundational knowledge

2. Partner speechesStudents will pair off and provide a brief 5 minute About me speech using
the core components of a good speechintro (preview your points & main idea), body (tell
them using examples), conclusion (summarize points & action step if necessary)
3. Group brainstorm how to better skills and where to go for more resources.
Budget required (if any)
N/A

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Outline of Session:
Introduction (5 minutes)
Overview of what the session will include.
Learning Activities
Watch and critique video (10-15 minutes)
Kelly McGonigal: How to make stress your friend (play about 5 minutes)
https://www.youtube.com/watch?v=RcGyVTAoXEU
Group Discussion (5 minutes)
What did she do well?
What could improve?
Handout 1: Overview components of a good speech (5 minutes)
Partner Speeches: topic About Me (35 minutes)
Instructions for activity (about 10 minutes)
Handout 2: Overview of how to prepare an impromptu speech.
Pair off into groups of two
Each speech should be about 5 minutes (students can time each other with their phone or clock in
the room if one is available)
Immediately follow with Feedback
Instructions for helpful peer-to-peer feedback (2 minutes)
Two aspects of the speech that were positive.
One aspect of the speech to improve on.
Students in groups performing activity. (15 minutes)
Group debrief of the exercise (10 minutes)
Conclusion (5 minutes)
Wrap-up and debrief.

Resources or artifacts needed for lesson plan (e.g., links, etc.)

Computer
Projector/Screen to play videos
Video Links
1. Kelly McGonigal: How to make stress your friend https://www.youtube.com/watch?
v=RcGyVTAoXEU
Connection to Integrated Course Design (ICD) Model (brief narrative how this lesson plan
relates to the ICD)
The twelve-step design model by Fink (2013) was referenced to create this course. First, I
reviewed the situational factors that create the learning context. The learners in this case are

undergraduate students who are working on developing soft professional skills in an 50 minute
orientation workshop. Therefore my overall goal of the session was to provide tangible and
immediately applicable knowledge and skills for public speaking.
The next step was to create learning outcomes. The more essential domains I considered to
develop public speaking competencies were foundational knowledge, application, integration,
and the human dimension. This is because there are fundamental elements of an effective speech,
repetition through application of the knowledge, and feedback from peers to revise and improve
skills.
Since time with students is limited, I wanted to use fewer activities that ranged multiple learning
outcomes. This is because practicing public speaking and feedback are two essential components
for improvement of skills. Therefore, maximizing time for both in the session was important to
me. Handouts are also provided for students on the important foundational knowledge elements.
This is so they can go back and reference information and use it later on.
The assessment component of this session is in group discussions and using the peer-to-peer
feedback rubric. This way time can be maximized by allowing collaboration for students
construction of knowledge and allowing immediate feedback of applying the public speaking
skills.
In constructing the public speaking session I learned how to modify Finks model to fit a
specified time frame and topic. It made me slim down to the essentials and think about how to
maximize learning within class activities. For example, how can one activity span multiple
learning outcomes? Also the topic of public speaking lends itself to being interactive. This made
constructing the learning activities a lot more fun.
Fink, L. D. (2013). Creating Significant Learning Experiences; An Integrated Approach to
Designing College Courses. San Francisco: Jossey-Bass.