Transcript Speaking as a Way of Knowing

Goals of Speaking Across the Curriculum
University-wide:
Produce graduates who are effective oral communicators
Departments and Disciplines:
Produce graduates who are can communicate professionally
in a variety of contexts.
Speaking as a Way of Knowing
Disciplinary Knowledge
A body of knowledge exists that we encounter as students. We are
often led to believe that this is fixed and “true.” Discovering that this
belief is wrong marks a critical moment in truly understanding any
body of knowledge
Speaking as a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
Instructors and textbooks induct student into the assumptions, methodologies
and rules for interpreting information in our field—knowing what counts as
legitimate knowledge and what it is supposed to mean.
Speaking as a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
The content of the discipline is what instructors talk about. Scholarly
teaching engages students in discussion and critique; sometimes
leading to reinterpretation of the content.
Speaking as a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
So, the talk does not merely replicate, it also modifies the knowledge.
Thoughtful scholars disagree about what is known and how it is known.
Such argument serves to modify, refine and correct our knowledge.
Speaking as a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
We exist then in a world of knowledge that changes as we transmit it,
discuss it, test it, and so on.
Speaking as a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
New content is developed…
Speaking as a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
And that knowledge is re-interpreted.
So, Speaking IS a Way of Knowing
Disciplinary Knowledge
Presented Knowledge
In Classroom
An on it goes. Speaking IS a way of knowing.
Speaking AS a Way of Knowing . . .
is achieved via dialogue between learners including instructors. Ideas
are put forward through formal and informal presentations. If the
ideas are taken seriously, they will be analyzed, tested, sometimes
confirmed, sometimes modified or connected with others in new ways.
Knowledge is a communal product shared by communities of
scholars. Speaking about content is essential for learners’ appropriate
creation of and internalization of knowledge. If disciplinary conventions
are important, then students must learn to talk like expert members of
that community. Practicing disciplinary talk is indispensable for that to
happen.
How does this translate into programmatic action?
Each department / discipline will need to …
Each department / discipline will need to …
Set specific goals for oral communication skills realizing
that what is regarded as “effective speaking” in one
discipline is not necessarily the same as other disciplines.
Speaking standards must be developed by observing expert
presenters in each field and precisely articulated.
Each department / discipline will need to …
Set specific goals for oral communication skills
Create activities and provide authentic practice for students
to install the skills most valued in each discipline.
Each department / discipline will need to …
Set specific goals for oral communication skills
Create activities and provide authentic practice,
Assess student performance. Students in all disciplines
need to speak regularly and receive formative feedback
(not just summative evaluations) that focus on discipline-specific
norms of speaking.
Each department / discipline will need to …
Set specific goals for oral communication skills
Create activities and provide authentic practice
Assess student performance
Assess program performance using both internal and
external reviewers of student performance in context.