1. Chapter 3 Recap/Lecture

2.  What is the difference?  Listening + Critical Thinking

3.  Textbook gives 4 as examples:  Appreciative Listening  Empathic Listening  Comprehensive Listening  Critical Listening Focus of Chapter; Most connected with Public Speaking

4. CAUSES OF POOR LISTENING  Not concentrating  Listening too hard  Jumping to conclusions  Focusing on delivery and personal appearance WAYS TO IMPROVE LISTENING  Take it serious  Use active listening  Resist distractions  Including appearance or delivery  Hold off on judgment  Focus  Main points, evidence, technique  Take notes  Ex: keyword note- taking/outline

5. Complete the Listening Self-Evaluation Worksheet on page 54: - Since listening skills can differ based on the type of listening, let’s compare appreciative listening to comprehensive/critical listening - Fill out one worksheet, imagining that you are answering the questions about listening to your favorite comedian doing their stand-up routine - Fill out the second worksheet, imagining you are answering the questions about listening to a class lecture (on a topic that isn’t necessarily your favorite) - Where do you need to improve? How will you work on it? Share responses with a classmate.

6. Chapter 4 Lecture/Recap

7.  Tuesday, January 1/29  2-4 Minutes  Visual Aid - Object  Introduction Speech  Interesting facts? Event? Most important things? General overview?  Worth 50 points  Speech materials: Topic/Audience handout (will discuss next week) and notecards  Start thinking of topic ideas; bring list on Tuesday  Not expecting perfection!  Speech sign ups: Thursday, January 24 th  Most print critique sheets from faculty webpage

8.  Topic (select, focus, develop)  Organization  Introduction (tell them what you’re gonna tell them) ▪ How are you going to get our attention? ▪ How are you going to tell us why you are here?  Body (tell them) ▪ How are you going to organize the information in a way to help us understand? ▪ How will you keep our interest? ▪ What are your main points? ▪ How will you help us know that you are moving to the next point? (transitions)  Conclusion (tell them what you told them) ▪ How will you provide us with a memorable close? ▪ How will you remind us of your central idea?

9.  Focus more on these elements in week 6  For first speech, will look more for general layout, topic selection, and creativity  In future speeches, will look harder at organization; remember skills should improve with each speech

10.  Extemporaneous Delivery  Not code for “wing it”  Do not write entire speech out  Use keywords on note cards (make sure info is visible)  Rehearse  Practice out loud  Practice in front of mirror and/or others  Ask for feedback  Watch samples of speeches  Time your speech  On Presentation Day  Be calm  Avoid distracting behaviors  Voice: speak loudly, slowly, and clearly  Watch out for space fillers: “like, uhhh, ummm”

11.  Focus more on these elements in week 8  Again--For first speech, will look more for general layout, topic selection, and creativity  Will look to see if you paid attention to what has already been said about delivery (e.g. eye contact)  Will note areas for improvement to focus on  In future speeches, will look harder at delivery; remember skills should improve with each speech

12. What did they do well? What did they need to work on? Example 1: http://www.youtube.com/watch?v=V-18KJ_HPe8http://www.youtube.com/watch?v=V-18KJ_HPe8 Example 2: http://www.youtube.com/watch?v=Hc3CzrBuF8ghttp://www.youtube.com/watch?v=Hc3CzrBuF8g

13.  Activity for Thursday  Speeches in pairs  Topic: “The reasons we chose Gordon College” or “The reasons why Gordon College is a good school” or “The reasons we enjoy living in Georgia” (Other topics: negotiable)  Will have class time to prepare, present, and have peer critique sessions  During critique sessions—will address “key areas” to work on; will set goals for first speech