Oral communication skills are important for students to develop across a range of classes. Research shows that having students engage in discussion during class can increase their confidence in oral communication.

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2008). Using discussion pedagogy to enhance oral and written communication skills. College Teaching, 56(3), 163-172.

 

Related tips:
Enhancing Speaking Skills: Evaluation Strategies

Assign a variety of speaking activities to increase student engagement.

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Action:

  • Assign students to lead class discussions to provide leadership opportunity for students and to more fully engage all students in the discussion.
    • Ask students to share their plan for the discussion either in-person or in writing.
    • Provide resources to students for leading effective discussions.
    • Pomona faculty member Jon Moore has shared syllabus excerpts describing requirements for student-led discussions. Syllabus Excerpts.docx
  • Assign students to summarize the key points from the previous class
    • At the beginning of each class assign a student to summarize the key points from this class at the beginning of the next class.
    • Require that students make reference in the summary to at least one student comment or question from that previous class
    • Ask students to present one question that arose for them while thinking about the key points
  • Ask students to present a contemporary comparison
    • Ask students to prepare a comparison between the class material and something from contemporary life (e.g., from a newspaper, blog, video, song, book, etc.) that strikes them as in line with or contrary to one of the key points discussed in previous class.
  • Assign students to critique any point they wish from the previous class
    • Student pick a claim that came up in the previous class or in the reading (stating and explaining the claim).
    • Students present an original objection to the claim, explaining and defending their reasons.
    • Ask student to consider how one might reply to their critique.
  • Create a debate
    • Team A has 5 minutes to present their position and the reasons for it
    • Team B has 1 minute to consider how they wish to object and then 3 minutes to present their objection.
    • Team A has 1 minute to consider how they wish to reply and then 3 minutes to present their reply.
    • Then Team B has 5 minutes to present its position and so on.
    • The rest of the class can then ask questions of each team.
    • Pomona faculty member Julie Tannenbaum has shared homework excerpts describing requirements for class debates. DebateJT.docx

    • Reason:

    • Varying the structure of discussion can increase students’ engagement.

Give students advice for their presentation to help them structure the information and cover all and only the relevant content.

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Action:

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Reason:

  • This can ensure students meet your expectations in terms of content, style, and visual aids.

Provide students with a rubric before their presentation to communicate your expectations.

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Action:

Reason:

  • This transparency is helpful as students prepare their presentation.

Remind students that whole-class and small discussions are designed to develop their oral communication to draw students’ attention to improving their oral communication.

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Action:

  • Tell students that you want them to improve their oral communication during in-class discussions.
  • Encourage students to ask each other for clarification or additional information to help provide students feedback about their oral communication.

Reason:

  • This sets the expectation that even in informal class discussions the goal is to clearly, concisely, and respectfully communicate your ideas.

Give an example presentation before students present in class to help students understand your expectations.

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Action:

  • Give a presentation that can serve as a model for students’ class presentations.
  • After the presentation ask students to describe what they thought went well and what they would suggest for improvement.
  • Draw students attention to the structure, content, and/or professional style.

Reason:

  • Expectations for formality and polish vary. Providing an example is likely more helpful than mere descriptions of your expectations.

Have students help create a rubric for oral presentations to get them thinking about all different aspects of a successful presentation.

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Action:

  • Ask students to co-design the rubric that you will use for evaluating student presentations.
  • Ensure students include important dimensions in the rubric by comparing it to existing oral communication rubrics.

Reason:

  • Allowing students to co-design a rubric using their own language can help them understand the rubric and can ensure they have read it.

Invite non-class members to presentations to create a context in which students must explain their ideas to an intelligent person unfamiliar with the class material.

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Action:

  • If feasible, invite people to attend students’ class presentations. You can use an online form such as Google Forms to collect RSVPs.
  • Consider having your guests provide feedback to the presenters.

Reason:

  • Students can take pride in sharing their knowledge with non-class members.
  • Imagining this type of audience for the talk encourages students to provide relevant background.

Give students plenty of opportunities to talk about the course topics to ensure they get practice expressing and clarifying their ideas

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Action:

  • Ask students to articulate their ideas orally and ask students to ask each other clarifying questions when they don’t understand what someone has said.

Reason:

  • Every class discussion is an opportunity to develop students’ oral skills since they receive feedback from their peers and you regarding the the clarity of their contributions.