1. Ideas for Presentation-based Speaking Intensive Courses February 16, 2016 Peggy Waller Margaret.waller@pomona.edu Romance Languages and Literatures

2.  To have a more focused Q and A after the presentations, take 2 minutes to talk to your conversation partner about  Your biggest difficulty, challenge, question, worry about teaching (or taking!) presentation-based courses  As the presentations are going on, please think about  Your biggest triumph, best strategies, most helpful solutions  Your suggestions for resources: Who? What? Where? When? How? What do you want to know, What do you already know?

3. Do as I say, not as I do

4. 2. Assignments and Assessment a. Describe the number and type(s) of oral communication assignments that will be used in the course. b. How will students be prepared for the assignments? c. How will students be assessed on the assignments, and what form will feedback take? 3. For anticipated enrollment above 10, what strategies will be employed to give students individual feedback? CC form for course applications

5. 1. SAMPLE ASSIGNMENTS, STRUCTURES In order of level of difficulty for student AND professor!  French 44 (Advanced French)  Intermediate: upper-level French culture/literature course: present a critical article about the reading for the day  DOC – how to  Intermediate: Senior Seminar (GWS) – draws from and feeds into senior thesis  DOC – description of the assignment, logistics  Intermediate: Upper-level French: present your paper project  Most ambitious: “Around Empires” interdisciplinary student conference with concurrent sessions in collaboration with two other professors (English and Russian)  DOC: Introduction to conference – how to  DOC: Pep talk, logistics 2. PREPARATION: “Fine Art of Oral Presentations” [handout] 3. ASSESSMENT: DOC - grid – courtesy of Virginie Duzer (in French)  DOCS – sample comments – long, personalized (4 examples – B/C+ to A)  Other methods?  Possible discussion: advantages/disadvantages of grid? Personalized comments? what is most useful for students? Oral or written feedback?  DOC - Course evaluation – to elicit student feedback at the end of the semester