Course Title: Give complex presentations for study purposes

Part B: Course Detail

Teaching Period: Term2 2020

Course Code: GEDU6181

Course Title: Give complex presentations for study purposes

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4399 - Certificate IV in EAL (Further Study)

Course Contact: Baia Tsakouridou, Melanie Reynolds

Course Contact Phone: +61 3 9925 4488

Course Contact Email: baia.tsakouridou@rmit.edu.au; melanie.reynolds@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

 

Marcelle Damicoucas

51.2.02

marcelle.damicoucas@rmit.edu.au 

 

Angela Fourtounis

51.2.02

angela.fourtounis@rmit.edu.au 

 

Nominal Hours: 80

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit of competency describes speaking and listening performance outcomes, skills and knowledge required in further study by adult learners with language background other than English. In this unit you will focus on advanced listening and speaking skills in English to participate in further study contexts which involve the presentation, discussion and evaluation of ideas and information in complex formal presentations and group discussions. This unit is delivered as part of an integrated academic preparation program.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU22645 Give complex presentations for study purposes

Element:

1. Participate in a sustained formal group interaction in a study context

Performance Criteria:

1.1 Establish context, purpose and requirements for formal interaction
1.2 Express and respond to ideas or key arguments supported by evidence or examples.
1.3 Use a range of spoken discourse strategies to participate effectively in the interaction
1.4 Respond to the ideas presented, expressing an opinion supported by evidence or examples.

1.5 Evaluate effectiveness of own contribution with others and identify areas for improvement

 

Element:

2. Prepare an extended oral presentation on a researched topic

Performance Criteria:

2.1 Analyse and confirm study task requirements for the presentation
2.2 Locate, evaluate and synthesise relevant information and ideas from a range of sources
2.3 Use planning and drafting processes to structure and sequence the presentation
2.4 Document a detailed plan for the presentation
2.5 Identify, evaluate and access supporting materials appropriate to the presentation and confirm availability

Element:

3. Give an extended oral presentation on a researched topic

Performance Criteria:

3.1 Introduce and provide an overview of the presentation
3.2 Communicate information, ideas and analysis according to the plan
3.3 Use discourse markers, vocabulary and expression, and non-verbal strategies effectively in the presentation
3.4 Engage and respond to the audience and clarify or elaborate where necessary
3.5 Use supporting materials effectively
3.6 Conclude the presentation by summarising main points and drawing key conclusions

Element:

4. Evaluate performance

Performance Criteria:

4.1 Seek feedback from the audience and/or teacher on the effectiveness of the presentation
4.2 Conduct a review of performance according to relevant criteria
4.3 Discuss performance and any ideas from feedback on improving future presentations with a support person

Learning Outcomes


The outcomes described in this unit relate to:

The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of ISLPR Reading 3/3+ and Writing 3/3+ and The Australian Core Skills Framework (ACSF) indicators of Speaking and Listening competence at Level 4. 

 


Details of Learning Activities

This unit is part of Certificate IV in EAL (Further Study) which is an integrated program. This means that you will study this unit with one other unit (VU22646/GEDU6182) on the same day (Spoken Discourse cluster). Your program consists of face-to-face teaching and directed study. Your Spoken Discourse cluster will have a minimum of four hours of directed study a week (two hours of Directed Study Required and two hours of Directed Study Recommended). You are not required to attend classes to complete the directed study, however, you are expected to complete all work given as part of the Directed Study Required and may be required to show evidence that the work has been completed. The Directed Study Recommended is there for you to further develop your skills and although not compulsory we recommend that it is completed as well.

This unit in part covers the speaking and listening macro skills addressed in the certificate.

Examples of how you will practice and study the units:

LISTENING
You will:

  • watch & analyse presentations to identify verbal & non verbal skills & content required to give good presentations
  • listen and identify language & discourse strategies required to engage in group study discussions

SPEAKING
You will:

  • work in pairs and in small groups
  • give informal & a formal oral presentation
  • participate in formal and informal discussions

READING

You are encouraged to read a wide range of texts relevant to the study context. You will:

  • locate relevant information from a range of sources in order to give an oral presentation on a given topic


Teaching Schedule

 

 

Course Schedule:                                                   Semester 2, 2020

Week

Activity

Elements

Week 1

 

Introduction to Cluster 2, Assessment Tasks, expectations, attendance, Canvas.

Introduction to Spoken Discourse - oral communication

Pronunciation and intonation to identify individual problems and techniques to improve clarity

Language of discussion formal/informal

1,2 3, 4

Week 2

 

Spoken discourse for informal/formal interactions:

Openings and closings

Turn-taking and interrupting

Body Language

Pitch, volume, stress and intonation

1, 2, 3

Week 3

 

Spoken discourse for informal/formal interactions:

Clarifying misunderstandings

Elaborating on a point

Questioning techniques

1,2, 3

Week 4

Strategies and techniques to engage in an informal spoken interaction with a small group.

Use clear pronunciation with appropriate changes in pitch, volume, stress, intonation

  • A wide range of vocabulary on a topic
  • A wide range of conversation techniques
  • Ability to participate in a sustained informal conversation

1, 2, 3, 4

Week 5

 

Prepare for Assessment Task 1 (week 5 and week 6)

Assessment Task 1: Informal conversation on a Scenario

1, 2, 3, 4

Week 6

 

Complete Assessment Task 1: Informal conversation on a scenario

Feedback on Assessment Task 1

Introduce the basics of presenting a viewpoint

· access, evaluate and synthesise a variety of sources

· participate in a presentation that presents one side of a topic/issue

Continue with presenting opposing views

Presenting a proposal/language used

Looking at pronunciation to identify problems and techniques to improve clarity

1, 2, 3, 4

Week 7

Research given topics for debate - using various online  sources, discuss parts to research with group members and hand out accordingly

Practise - Pronunciation/intonation of sentences and vocabulary

Use of tone and body language, eye contact and hand gestures

1, 2, 3
Week 8

Read Assessment Task 2

Part 1 – Research and prepare a presentation focusing on one side of a topic/issue Students will be assigned a topic that has 2 sides. Eg “Cats are better than dogs”. Students will research one side of the topic and write a plan for the presentation that demonstrates synthesis of ideas. These decisions, and answers to questions, will be recorded on the Part 1 document.

1, 2, 3

Week 9

 

 Students to continue with Part 1 – synthesizing of ideas for the argument Students will research one side of the topic and write a plan for the presentation that demonstrates the synthesis of ideas. 

2, 3

Week 10

Synthesising info using - a minimum of three reference sources.

  • combine information and ideas from multiple sources to develop and strengthen your argument(s)
  • demonstrate that you have read widely on the topic
  • use and cite multiple sources.

https://emedia.rmit.edu.au/learninglab/content/synthesising-0  

1, 2

Week 11

How to effectively:

  • Take notes from sources from research
  • Paraphrase information, synthesise and use this information in a presentation. 
  • Research, paraphrase and synthesise information on a topic that has two sides.
  • Use clear pronunciation with appropriate changes in pitch, volume, stress, intonation

1, 2, 3

Week 12

 

 
  • Use body language in the presentation to emphasise information.
  • Use a wide range of vocabulary on a topic
  • Ability to participate in a discussion and use a variety of questioning techniquesAbility to evaluate a classmate and oneself.
  • Evaluating tone and stress to present arguments effectively

1, 3, 4

Week 13

 

Skills Review - Oral Presentation Tutorial on Learning Lab

http://emedia.rmit.edu.au/learninglab/content/oral-presentations  

Note strategies and structures to be used

The presentation will be conducted in front of the class and teacher.

Use Part 2 document to create prompt cards for your presentation.

Use the table in Part 2 to plan for questions – a) answer questions as a presenter and b) ask questions as an audience member.

 2, 3

Week 14

 

 

 Prepare to present assessment Task 2.

  •  use prompt cards or notes during the presentation with limited reading.
  •  share opinions (share information from your research) 
  • prepare to answer questions from the audience.
  •  demonstrate the use of non -verbal language to emphasise at least two points.
  •  convey meaning and emotion by using voice stress and intonation to emphasis a least one point.
  • an audience member must ask a minimum of three questions to improve understanding and to demonstrate questioning techniques.
  • Students to complete a Self -Evaluation and Reflection at the completion of the presentations and questioning sections 

2, 3

Week 15

 

 Feedback on Assessment Task 2

Discuss any resubmissions with students who did not achieve and can resubmit in week 16 and 17

4

Week 16

 

Begin any resubmissions, and/or resits for Assessment Tasks 1 and 2

  

Week 17

 

Finalise assessments assessment and results; assessment re-sits; end of semester exit interviews 

  

Course Dates: Monday 6 July - Friday 6 November

Mid semester break: Mid semester breaks 31 Aug - 4 Sept

 **The teaching schedule maybe subject to change. Students will be advised via Canvas and in class should changes occur. 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT

There are no set texts in this course but it is recommended that you bring:

  • Dictionary/Thesaurus
  • Display folder with plastic sleeves
  • Highlighter pens
  • Notebook or loose leaf paper in folder
  • Headphones
  • Laptop computer


Overview of Assessment

This course is part of a full-time integrated program. You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by quizzes, notetaking, summaries and short answer responses, essays and research reports and groupwork. 

 

Feedback will be provided throughout the semester, in both oral and written form, through individual and group feedback on practical exercises and by individual consultation.

 

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Services if you would like to find out more. 

 

The Student Charter summarises your responsibilities as an RMIT university student as well as the responsibilities of the university. This can be found on the RMIT University website at: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/student-charter

 

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: https://www.rmit.edu.au/about/governance-and-management/policies/assessment-policy


Assessment Tasks

Summative assessments:

Assessment Task 1 (Week 4) 

Assessment Task 2 (Week 14)

Formative assessments: ongoing observations, summaries and review of student work

Please note: Assessments tasks may include other courses (Units of Competency) from the program.


Assessment Matrix

Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program. You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT.
 

Other Information

Attendance
Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Student Progress

Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.

Student program policywww.rmit.edu.au/policies/academicprogress
 

You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress
 

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Extension www.rmit.edu.au/students/assessment/extension

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity
 

Course Overview: Access Course Overview