The length of the demonstration was outside the limits by less than a minute. Delivery How well was the speech delivered? Designate if questions will be taken during or after presentation. The demonstration, as a whole, was very informative and presented in a clear manner. A well-planned talk illustrating how to create, how something works, or how to complete a task is educational and transfers valuable knowledge to the next person. Filler sounds were very evident throughout the demonstration.
The student stayed within the time limits. If you have ever received a lesson on something new, it probably began with an informal demonstration speech. P - made no attempt to deliver speech effectively : E - varied rate to suit speech - excellent understanding of when to slow, when to go faster, when to pause G - some variation of rate appropriate to speech A - little variation of rate however understandable F - lost audience through either too fast or too slow but managed to pull back in some parts P - ineffective fixed rate delivery E - volume controlled, appropriate and flexible - easily moved up or down according to speech and audience need G - volume sustained and appropriate. The speech has some level of added showmanship. Faculty considering a demonstration speech as a class assignment should use a demonstration speech evaluation form for the assignment. Audience Participation It is important to bring the audience into the speech.
The speaker needs to research the subject more thoroughly. I'm sure you'll be able to come up with at least 100 more demonstration speech topic ideas of your own! Ask students to evaluate and assess the exemplar presentations using the same rubric. A well written rubric can be given to students as a preparatory device to guide them to success as they work on their assignment. Ø Never apologize for your work. For those faculty choosing a demonstration speech, please consider using an evaluation form to help you grade student assignments more efficiently. There is no obvious lack of information. A - a predictable opening that engages some interest.
Ø Use hands to gesture informally. It could be a rhetorical question, a quote, a quip, the use of a prop of some sort, an image. The demonstration was clear and informative. Introduced topic clearly: E - topic and the angle taken is introduced in an interesting and succinct manner - the scope of the speech is clear G - topic is introduced and a stance or angle is indicated rather than clearly specificed A - topic is adequately introduced but little attempt is made to be creative or interesting F - topic is vaguely introduced. Ø Introduce self and presentation.
One or more points of information are incorrect. When: Use this form while listening to speeches. Do one of these ideas appeal, but you're not sure how to decide for yourself? P - limited understanding - repitition through lack of resources : E - thoroughly organised and every facet of the presentation rehearsed G - organised with very minor modifications needed A - mostly organised - some adaptions needed F - attempted to organise but fell short through lack of rehearsal P - muddled - no real effort made to coordinate notes, visual aids. Was the student able to answer questions knowledgeably? Click on a link to jump directly to a section. This step by step presentation typically involves the use of a visual aid to complement the verbal message. Additional props may have benefited the clarity of the demonstration.
G - a relevant opening that arouses audience interest. Grades 3 — 5 Lesson Plan Standard Lesson How well do your students know their peers? G - good use of language as above but less polished A - adequate use of language - some of features present in G or E but less of them and less successfully used F - attempted but unsustained use of varied language. Ø Make eye contact with audience. Form Was body language appropriate for the demonstration? How: Use this form while listening to the student speeches so you may enter their grade and hand them the evaluation form at the end of class. The student's conclusion was appropriate. .
The student finished within the time limits. Some language filler sounds were evident. Ø Do not read from PowerPoints or posters; points on such aids are highlights; you provide additional information. Were the props used appropriately? No 'question and answer' time was offered. A demonstration speech is an oral presentation of a speaker showing an audience how to do something. The student mostly refrained from filler sounds.
Lord of the Flies is rife with character development. You will need to gather all of your so that you can show your audience what you talk about step by step. How can you use it? Nothing is presented that is distracting to the audience. Body Language The quality of a speech is not just about what is said, but also how it is said. The student included a 'question and answer' time; answering most questions knowledgeably. Sample Rubric for Essays Excellent Above Average Average Below Average Poor or Not attempted Score Props Did the student use props during the presentation? P - topic is not introduced.
Both difficult for the audience P - no recognition of the audience's need to hear : E - total absence of fillers - fluent at all times G - fluent but some hesitation picked up and one or two instances of fillers A - some fillers but recovered from them and moved on F - fillers present but persevered with speech P - fillers painfully present to point of preventing understanding of speech : E - uses voice like an instrument effortlessly to change pitch and tone appropriately G - shows understanding of vocal variety but it is not fully integrated into performance - good but not excellent A - shows some understanding. Topics are not related to one another, or should be in a different order. Ø Speech rate is even and moderate. Why: Save yourself some time by using a form rather than writing out each comment or suggestion for students. Did the student include a 'question and answer' time at the end of the demonstration? Oral presentation and speaking are important skills for students to master, especially in the intermediate grades.
Did the student maintain eye contact with the audience? Fluffed through lack of rehearsal : E - included the entire audience, confident and appropriate G - included most of the audience most of the time A - included some of the audience some of the time F - infrequent and only to selected few P - spent speech talking to lectern, ceiling, walls and floor : E - variety of gestures, fluid, organic rising out of speech and totally appropriate G - some conscious use of gesture in appropriate places but lapsed into default position see A below A - maintained steady single speaking position - little variation but adequate F - found it difficult to sustain good speaking position - lapsed into head down, hand twiddling. Overall Experience Speeches that go above and beyond will be awarded points based on the following criteria. The evaluation form or rubric will permit more efficient grading on the part of faculty. Unsustained and falls back into ordinary but adequate mode. Finally, the rubric gives students easy to understand feedback on the assignment. The audience feels connected to the speech.