Week 4 Post 3

I stumbled across the Mind Shift article while procrastinating doing work for this class by browsing other mind shift articles. Needless to say I got stuck in the hole of the internet and ended up reading articles about oracy education in young children's class rooms for about 4 hours. I chose the two that I chose because they're the broadest and explain the most important parts of oracy education. I found this week of research simultaneously super vindicating and super frustrating. I have spent the last 3 years telling people that speech education is super important and complaining about the fact that DMPS chose to cut both our speech and debate classes. Now nobody, regardless of how old they are is getting speech education in Des Moines Public Schools. It's frustrating also because I wish I had started speech education earlier so that I could be a god tier speaker now.
My first question about this set of research is, "How does oracy engagement impact students' attention spans?" I'd imagine it impacts them positively because students are encouraged to use a deeply engaging skill to work but I also wonder if the longer class times needed to foster discussion cause students to be less focused on their work for longer. My second question is, "How does oracy engagement impact students with severe anxiety?" A lot of the research was showing that students who didn't already have anxiety were less likely to develop communication anxiety later on but it didn't really talk about kids who already suffered from clinical anxiety which other research suggests may be exacerbated by forced social interaction. What routes can kids who already have anxiety take to learn more public speaking skills and what steps can they take to lower their anxiety about speaking in general?

Comments

  1. Ms. Dunley29 October 2019 at 10:42

    Do you think oracy education might be the topic you want to hone in on for the final presentation?

    ReplyDelete

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