Integrating Oral Communication Demands in the Classroom

1. Integrating Oral Communication Demands in the Classroom Sue Cheng, MS, OTR/L Program Director, OTA Program

2. Related College Directives • Vision for a Learning College(2004): ‘Graduates will demonstrate: the ability to communicate clearly, effectively and respectfully both orally and in writing’ • Quality Enhancement Plan (2007): ‘Speak Well, Write Well, Work Well; …to ensure that the college’s graduates demonstrate the ability to send and receive audience specific communications’

3. Kolb’s Experiential Learning Model experiencing applying publishing processing generalizing

4. Benefits of requiring oral participation from learners • Requires active engagement with content • Provides peer teaching-learning • Requires reflective processing • Fosters development of thinking and reasoning skills • Requires the use of acceptable language to express thoughts and ideas to others • Develops workplace skills

5. Types of Oral Communication for Students in the Classroom • Voluntary oral exchange with instructor • Voluntary oral exchange with peers • Required oral participation in pairs or small groups during class • Required oral response to whole group • Formal presentations in class

6. Examples of required, informal oral participation in the classroom: • Instructor prompts or questions • Student teaching • Student sharing • Role play • Debates or point of view discussions • Games

7. References: Harrelson, G. G. & Leaver-Dunn, D. (2002). Using the experiential learning cycle in clinical instruction. Athletic Therapy Today, 5, 23-27. Ustun, B. (2006). Communication skills training as part of a problem-based learning curriculum. Journal of Nursing Education, 45, 421-424.