And, of course, you have your own great ideas. The recordings of a “This I Believe” speech could be useful formative assessments on the way to the final talk. The Poetry Café presenters can listen to themselves before getting up in front of classmates and parents. A Reader’s Theater team could record parts and send them to teammates as a way to improve before performing the book selection in class. Recordings can be viewed by a teacher who can give important tips to improve a presentation before the due date. Audio and video can be shared in a group: each group member shows his or her rough draft and gets feedback from other group members. Students can watch/listen to the recordings, critique themselves using a PVLEGS rubric, make adjustments, and improve. Students can create presentations using an avatar and share it with you. If the recording is not good enough, they can hit “Retry” if they like it, they can copy the URL address to send to other listeners or hit a button that lets them e-mail the recording to someone. ![]() When students finish, they can “Listen” to the recording. Tell students to visit There’s no sign-up, no password, no cost-the home page has a big red button that starts the audio recording. Use Google Voice and have students call your number and leave a message: a couple minutes of their speech. Have students record themselves and attach the recording to an e-mail to send to you. In the distance learning world we all entered last year, students are becoming masters at using these tools. Every device has recording capability and your students will have no trouble finding it. Just contact me through to get a copy.Įvery computer/netbook/tablet has built-in audio and video recording. Digitally Speaking: How to Improve Student Presentations with Technology is a source for those wanting more ideas and it is free for all teachers. Today, I want to share some of the simpler ways we can record, and show you how to use digital tools to practice talks. More of our students than you realize are already quite adept at various ways of recording and posting audio and video. This requirement is probably more daunting to teachers than to students. In my state, beginning in second grade, students are expected to make audio recordings of talks by fifth grade, students should be including multimedia components in presentations. For example, standards usually require students to use multimedia in presentations. Speaking standards in most states have modeled ideas from the CCSS. While the Common Core Standards have fallen upon hard times, they left a mark. All of them contribute to preparation for your state’s speaking standards, by the way. There are many ways to record the rough draft. Don’t have students hand in a paper with the words they are planning on saying require a recording of the talk instead. ![]() I want the same thinking to apply to oral assignments-but with a twist. I collected and commented on the drafts and warned students that I would get quite miffed if those comments were ignored. For both reasons, I always asked students to do a rough draft before they handed in a major writing assignment. Discovering mistakes and giving feedback before the final paper is due is more valuable than writing comments on the finished paper. Less cynical teachers may look at the rough draft as a formative assessment. The fear that the paper may not be started until the evening before the six-week assignment is due is real. ![]() The cynical among us may suggest checking the rough draft as a way to make sure students are doing the work they are supposed to be doing. Do you ever do that?Ĭhecking the rough draft is common for many writing assignments. I don’t want to read the words they wrote, I want to hear them speaking. I ask students to send me the rough draft recording of their talk so I can listen to it and offer advice. To avoid that problem, though, I ask to hear the rough draft before my students give the final talk. I am sure this is just an issue I face, and you never have this problem. I tell students to practice several times before presentation day, but, not surprisingly, some students do not practice. Before we expose the audience of students and/or parents and/or judges to these talks, we need to make sure that the talk is ready for prime time. At all grade levels in all subjects, at some point students will be giving a talk to a group. We assign the quarterly book report in front of the entire class, the biography project final where students dress up as some historical figure, the report on smoking’s effects in health class, the presentation of the science project, the participation in a mock Congressional hearing, the talk at the DECA competition, and many more. Often, teachers assign some talks with higher stakes than the daily discussions, answers of questions, and the like. ![]() Every day, students are speaking in class. I want to hear my students’ rough drafts.
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