21G.232 (graduate students) Spring 2021 21G.

233 (undergraduates)

Advanced Speaking & Critical Listening Skills: ELS

Sec 1: M,W 8–9:30 Instructor: Eric Grunwald

Sec 2: T, R 11:30-1:00 [email protected]
Office hours: by appointment

Key dates
• Add Date/change to P/D/F: Friday, March 19
• Drop Date/change to listener: Thursday, April 29
• Last class: 5/19 or 5/20—No assignments will be accepted (even for partial credit) after
this date.

Who is this course designed for?

Advanced Listening Comprehension & Speaking Skills (21G.232/3) is designed for bilingual
students who are relatively comfortable with the complex grammatical structures and vocabulary
of English conversation. We will focus on the more formal types of speaking that are central to
academic and professional communication in global English. The course is in workshop format,
which means that most of our time together will be spent in activities based on preparation
(readings, videos, exercises) that you do in advance outside of class time.

What will we work on?

You will receive instruction, practice, and feedback—all grounded in current research--in four
main areas:
1. The interactions, including impromptu speaking, job interviews, research presentations,
and interactive teaching for which MIT students/graduates will be responsible in their
careers;
2. The formulaic vocabulary (gambits) associated with professional communication;
3. The essential pronunciation, stress and intonation patterns for comprehensibility in global
English (a listener’s perception of how much effort s/he makes to listen to a speaker) and
intelligibility (the extent to which a speaker’s message is understood by a listener);
4. Critical listening skills for professional contexts, including signaling attentiveness,
respect, and confidence, as well as interpreting others’ nonverbal language.

Expected learning outcomes

Over the course of the term, you will learn a great deal about yourself as a communicator and as
an active listener. You will be responsible for a variety of speaking and listening tasks. We will
be considering such topics as effective audience analysis, message structure, gestures and facial
expressions, common rhetorical expressions associated with particular contexts, successful Q &
A sessions, purposeful visual aids, vocal delivery features, and interpretation of rapid speech.
We will also consider the influence of national- and micro-cultures on communication norms.

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21G.232 (graduate students) Spring 2021 21G.233 (undergraduates)

You will frequently speak about your discipline and research interests in different contexts. This
practice will help you develop flexibility in tone and accuracy in expression whether you are
speaking impromptu or extemporaneously.

In addition, everyone will practice the critical skill of communicating constructive feedback. You
are expected to evaluate each of your major recorded speaking tasks and consider the feedback
of your peers as well as the detailed assessments that I will provide you when you hand in each
of your self-evaluations. As an active listener in 21G.232/3, you will learn to identify key
features of clear, audience-friendly communication, to adapt these features for your own use, and
to avoid problems that interfere with communication.

You will also learn how to handle nerves; speak with confidence and honor time constraints;
sharpen your active listening skills; minimize your audience’s listening efforts; contribute
constructively to group decision-making; integrate verbal and nonverbal language to support a
particular message; assess your communication performance, as well as those of your peers; and
give and receive honest, realistic and focused feedback in different registers.

My expectations of students
The workshop content builds cumulatively; each module, activity, or assignment builds on the
one before. Consistent, constructive participation throughout the semester is essential to the
learning process and the success of the workshop. It is designed for motivated students who are
interested in actively taking charge of strengthening their communication skills. You can expect
to see improvement in your speaking and critical listening skills only if you come to class and
participate regularly, closely follow the syllabus, and do the recommended assignments.

Missing more than three classes will significantly affect your participation grade. If you expect
to have difficulty this semester being punctual, preparing for and attending almost every class,
and completing assignments on time, you should plan to take 21G.232/3 another semester.

Required Materials
All materials to prepare for class, details about homework, and specifications for assignments are
available on the course Canvas site (Cvs). These materials are necessary for learning the course
content, but they cannot be considered a substitute for the interactions that occur in regular class
meetings.

Always consult the schedule to find out what is due before the next class. If something is
listed in the syllabus, but the materials or instructions are not on Canvas, have a different date, or
are unclear, please email me immediately. Also, watch your email for announcements, which I
sometimes post and which also appear at the top of our Canvas home page.

Grade Distribution
Details about the graded class assignments are provided in the course Canvas site. The weight
(for a total of 100%) of each component of the course grade follows:

Attendance, punctuality, preparation, & participation 25%

Academic minute 15%

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21G.232 (graduate students) Spring 2021 21G.233 (undergraduates)

• Self-assessment 5%
Interactive teaching (including self-evaluation) 20%
• Self-assessment 5%
Research presentation (including self-evaluation) 25%
• Self-assessment 5%

You may register to receive grades to reflect your performance in this class or you may register
for this class as P/D/E. Letter grades are calculated according to MIT conventions:

94 & above=A 90-93=A- 86-89=B+ 83-85=B 80-82=B-

76-79=C+ 73-75=C 70-72=C- 60-69=D Below 60 = F

A Exceptionally good performance demonstrating a superior understanding of the subject matter, a foundation of
extensive knowledge, and a skillful use of concepts and/or materials.

B Good performance demonstrating capacity to use the appropriate concepts, a good understanding of the subject
matter, and an ability to handle the problems and materials encountered in the subject.

C Adequate performance demonstrating an adequate understanding of the subject matter, an ability to handle
relatively simple problems and adequate preparation for moving on to more advanced work in the field.

The Writing and Communication Center (WCC)

The Writing and Communication Center offers free one-on-one professional advice from
communication experts with advanced degrees and publishing experience. The WCC can
help you further develop your oral communication skills and learn about all types of academic
and professional writing. You can learn more about the WCC consultations
at http://cmsw.mit.edu/writing-and-communication-center and register with the online scheduler
to make appointments through https://mit.mywconline.com. Please note that the WCC hours are
offered Monday-Friday, 9:00 a.m.-6:00 p.m., and fill up fast. If you can’t get a spot for the day
you want, be sure to join the wait list! Spots open up very frequently.

Some faculty already require their students to consult with the WCC’s communication experts on
their papers, technical reports, and presentations — doing so is a good way not only to improve
the quality of their students’ work but also to help students grow as academic writers and
communicators.

The WCC has decades of experience preparing thousands of undergraduate and graduate
students, as well as postdoctoral scholars and faculty, for positions in research, academia, and
industry. We provide expertise in scientific and engineering writing as well as humanities and
social science writing across various genres, including journal articles, scientific posters,
dissertations, oral presentations, and slide design.

Independent Practice of Clear Speech & Critical Listening

I will make suggestions for each of you, depending on your particular speaking/listening
strengths and weaknesses. You can spend time each week this semester working independently

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21G.232 (graduate students) Spring 2021 21G.233 (undergraduates)

on listening, fluency and pronunciation practice in any of the following ways:

1) Spending time using any English materials from the list of recommended materials (below),
or any other on-line materials that appeal to you and that you find productive.
2) Listening to the radio (e.g., NPR at 90.9 FM), or watching TV shows and movies on-line
(e.g., PBS) at home. For those of you who like TV shows like Friends, Sex & the City, How I
Met Your Mother, or Big Bang Theory, transcripts of episodes are available on line.
3) Purposefully practicing critical listening during academic conversations, lectures,
departmental seminars, or research group meetings.
4) Making a conscious effort in social and academic situations, even when they are remote, to
practice critical listening and impromptu speaking, and reflecting on your difficulties and
successes.
5) Using MIT’s Language Conversation Exchange. Many MIT students & community
members are studying languages other than English. If you would like to meet with someone
and help her/him practice your language in exchange for help in fine-tuning your English
skills, or learning more about American culture, you have two options:
a) Ask an instructor of Chinese, French, German, Japanese, Korean, Portuguese, Russian or
Spanish, in MIT’s Global Languages Department, to help you contact an interested
partner. Find the appropriate instructors’ names and contact information here:
http://mitgsl.mit.edu/people
b) Contact Jennifer Reckley at the MIT community-wide Language Conversation Exchange.
For information/applications, contact x3-1614 or visit http://lce.scripts.mit.edu/about.php

More Suggested Resources for Listening and Speaking Self-Study

Pronunciation
• American Accent: http://www.americanaccent.com/pronunciation.html
• American English Pronunciation: Pronuncian: American English Pronunciation
• American Speech Sounds: https://djkaiserphd.wordpress.com/2016/02/11/american-speechsounds-
ipadiphone-app/
• Audacity: https://www.audacityteam.org/
• Blue Canoe: https://apps.apple.com/us/app/blue-canoe-speak-english/id1243030457
• English Accent Coach: https://www.englishaccentcoach.com/
• Forvo: https://forvo.com
• How ‘J Say: http://www.howjsay.com/index.php?
• Pronunciation Highlighter http://www.relateworldwide.org/speaking/pronunciation/pronouncing-
individual-sounds/pronunciation-highlighter/
• Pronunciation of American English: http://pronuncian.com/
• Rachel’s English: https://rachelsenglish.com/
• Ron Thomson, English Accent Coach: http://www.englishaccentcoach.com/
• University of Iowa, Sounds of Speech: http://soundsofspeech.uiowa.edu/english/english.html
• YouGlish: https://youglish.com/

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21G.232 (graduate students) Spring 2021 21G.233 (undergraduates)

Materials on communication strategies

• 1. Dlugan, "Six Minutes-Speaking & Presentation Skills": http://sixminutes.dlugan.com/
• 2. IEEE Professional Communication resources for engineers:
https://procomm.ieee.org/transactions-of-professional-communication (free access through
MIT library site)

Real Time
• Dickenson College, The Mixer (free site that connects language learners around the world so
that everyone is both student and teacher): http://www.language-exchanges.org/
• MIT’s GCED office, which provides individual help with job application tasks:
https://www.myinterfase.com/mit/Account/LogOn?ReturnUrl=%2fmit%2fstudent
• Free on-line private sessions with Writing & Communication Center tutors:
https://cmsw.mit.edu/writing-and-communication-center/
• Roommates/office mates as teachers: have them teach five new words/expressions per day
• Self-directed impromptu speaking groups within disciplinary communities

Streaming Video (ESL, news programs & general)

• English Learner Movie Guides: http://www.eslnotes.com/
• Frontline: http://www.pbs.org/wgbh/pages/frontline/view/
• National Geographic: http://video.nationalgeographic.com/video/
• Online Newshour: http://www.pbs.org/newshour/
• Randall’s ESL Cyber Listening Lab: http://www.esl-lab.com/
• Story Corp: https://www.storycorps.org/
• Ted Talks (with transcripts): http://www.ted.com

Streaming Video and Audio (news programs/newspapers/magazines, science-focused)

• WBUR (90.9 FM): On You’re the Expert, a panel of comedians tries to guess what distinguished
guest scientists study: http://theexpertshow.com/
• New York Times: http://www.nytimes.com/pages/science/index.html
• ScienceHack: “Every science video on ScienceHack is screened by a scientist to verify its
accuracy and quality.” Search by categories http://sciencehack.com/
• National Geographic: http://video.nationalgeographic.com/video/
• NOVA Science Now: http://www.pbs.org/wgbh/nova/sciencenow/
• Scientific American Frontiers: http://www.pbs.org/saf/previous.htm
• PBS Science (including 60-second “How It’s Made segments): http://www.pbs.org/science/

Streaming Audio (stories)

• Moth Radio Hour: http://www.themoth.org/radio/episodes
• This American Life (archives): http://www.thislife.org/Radio_Archive.aspx

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 21G.232/3 Weeks 1-7

Week Class/Date Topic Assignments to do before class (Course Notes = CN)

Intro to 21G.232/3
(1) All materials for readings assignments and readings are on Canvas, and
1 Nomenclature
W 2/17 work should be submitted there unless otherwise specified.
1. Read the syllabus, skim the class topic and homework schedule and explore the
(2) Intro to impromptus Canvas site. Bring questions to class.
M 2/22 Community introductions 2. Class Notes #2 (CN) on Canvas to prepare for this class.
3. Exercise: Submit a personal statement on Canvas (instructions there)
1. CN #3 on Canvas to prepare for this class.
2. Canvas Readings # 2 through #5.
2 3. Watch video: Five ways to listen better.
Intro to critical listening & 4. Exercise: Submit your Baseline Pronunciation Profile Audio Recording:
(3) constructive feedback Record two sound files:
W 2/24 File 1: Practice reading aloud the passage posted on Canvas; then and record it.
File 2. Choose 8-10 disciplinary terms (terms from your field) that you use frequently
and record each term alone and then in a sample sentence.
• Also submit a document in which you write out your key terms and your
sample sentences.
(4) Workshop #1: Challenging
1. CN# 4 on Canvas to prepare for this class.
M 3/1 Sound System
1. CN #5 on Canvas to prepare for this class.
2. Watch 2 short Ted Talks: “Mathematics of history” and “Why X is the unknown”
3 3. Watch video: (1) “Five public speaking tips from Toastmasters”
(5) Verbal Delivery Optional: Well Said (WS) on Canvas, Ch. 3 & 4.
W 3/3 Listenability
• Read the materials; listen to the recordings; do the exercises.
• Check the answers with the keys provided.
• Record WS exercises pp. 36 and 38 and send your recording to Eric as an e-
mail attachment.

A Grunwald, Spring 2021

 21G.232/3 Weeks 1-7

(6)
T 3/9
Nonverbal Delivery 1. CN #6 on Canvas to prepare for this class
(MONDAY
2. Watch “Former FBI agent explains how to interpret body language”
SCHEDULE
4 ON TUES.)
Introducing your
1. CN #7 on Canvas to prepare for this class.
professional self
(7) 2. Read “Snapshot dissertation
Introducing a speaker
W 3/10 3. Watch video of academic snapshot “Whale Cam Reveals Humpback Habits”
4. Watch video “Tips for introducing a speaker”

(8)
Individual conferences Prepare your academic snapshot, rehearse, and receive individual feedback.
M 3/15
5
Student presentations:
(9)
Academic snapshots 1. Major Assignment #1: Recorded (in class) Academic Snapshots
W 3/17

6 M 3/22 HOLIDAY NO CLASS

B Grunwald, Spring 2021

 21G.232/3 Weeks 1-7

1. Major Assignment #2: Submit on Canvas: Self-assessment of Academic

Snapshot Assignment
2. CN #10 on Canvas to prepare for class.
3. Practice the Academic Verb List of 3-syllable words.
4. Read the lyrics of the title song from the Broadway show Hamilton.
5. Watch the cast sing the song at the White House in 2016.

Optional: Transcript of Academic Snapshot

6 Workshop #2: Stress & 1. Watch your recorded snapshot and write down exactly what you hear, including
(10)
Intonation pauses, mistakes, repeated words in a verbatim transcript.
W 3/24
2. Read your transcript as you again watch your videotaped academic snapshot and
• Note problems with word choice, subject-verb agreement and verb tense.
Circle any problems you find and write the correct expression in the space
above.
• Listen for problems with articulation of sounds and/or stress patterns; circle
the words or phrases that sound problematic to you.
• Make an appointment to meet with Eric to discuss your academic snapshot in
detail.
1. CN #11: Read through contents.
(11) Job Interview (1) 2. Watch three short Canvas videos: (1) “Get that job: Making small talk”; (2) “Get
M 3/29 Do an in-class activity with that job: Answering tough questions without lying” and (3) “Do’s and Don't’s of the
the contents of the video #3 job interview.” 3. Complete the tasks in CN #11 to prepare for in-class discussion and
activities.
7
1. CN #12: Read through contents.
(12) Job Interviews (2) 2. Watch Canvas video: Sample job interview.
W 3/31 Simulation 3. Complete the tasks in CN#12 to prepare for in-class discussion and activities.
4. Prepare to answer a selection of typical interview questions in the interview
simulation.

C Grunwald, Spring 2021

 21G.232/3 Weeks 1-7

Week Class/Date Topic Assignments to do before class (Class Notes = CN)

Intro to 21G.232/3
(1) All materials for readings assignments and readings are on Canvas, and
1 Nomenclature
T 2/16 work should be submitted there unless otherwise specified.
1. Read the syllabus, skim the class topic and homework schedule. and explore the
(2) Intro to impromptus Canvas site. Bring questions to class.
1
R 2/18 Community introductions 2. Class Notes #2 (CN) on Canvas to prepare for this class.
3. Exercise: Submit a personal statement on Canvas (instructions there)
1. CN #3 on Canvas to prepare for this class.
2. Canvas Readings # 2 through #5.
3. Watch video: Five ways to listen better.
Intro to critical listening & 4. Exercise: Submit your Baseline Pronunciation Profile Audio Recording:
(3)
constructive feedback Record two sound files:
2 T 2/23
File 1: Practice reading aloud the passage posted on Canvas; then record it.
W2/24
File 2. Choose 8-10 disciplinary terms (terms from your field) that you use frequently
and record each term alone and then in a sample sentence.
• Also submit a document in which you write out your key terms and your
sample sentences.
(4) Workshop #1: Challenging
2 1. CN# 4 on Canvas to prepare for this class.
R 2/25 Sound System
1. CN #5 on Canvas to prepare for this class.
2. Watch 2 short Ted Talks: “Mathematics of history” and “Why X is the unknown”
3. Watch video: (1) “Five public speaking tips from Toastmasters”
(5) Verbal Delivery Optional: Well Said (WS) on Canvas, Ch. 3 & 4.
3
T 3/2 Listenability
• Read the materials; listen to the recordings; do the exercises.
• Check the answers with the keys provided.
• Record WS exercises pp. 36 and 38 and send your recording to Eric as an e-
mail attachment.

A Grunwald, Spring 2021

 21G.232/3 Weeks 1-7

3 (6) Nonverbal Delivery 1. CN #6 on Canvas to prepare for this class

R 3/4 2. Watch “Former FBI agent explains how to interpret body language”
4 T 3/9 NO CLASS (MONDAY SCHEDULE ON TUES.)
Introducing your
1. CN #7 on Canvas to prepare for this class.
professional self
4 (7) 2. Read “Snapshot dissertation
Introducing a speaker
R 3/11 3. Watch video of academic snapshot ‘“Whale Cam’ Reveals Humpback Habits”
4. Watch video “How to Introduce Another Speaker in 3 Steps”

(8)
5 Individual conferences Prepare your academic snapshot, rehearse, and receive individual feedback.
T 3/16
Student presentations:
(9)
5 Academic snapshots 1. Major Assignment #1: Recorded (in class) Academic Snapshots
R 3/18

6 T 3/23 HOLIDAY • NO CLASS

B Grunwald, Spring 2021

 21G.232/3 Weeks 1-7

1. Major Assignment #2: Submit on Canvas: Self-assessment of Academic

Snapshot Assignment
2. CN #10 on Canvas to prepare for class.
3. Practice the Academic Word List of 3-syllable words.
4. Read the lyrics of the title song from the Broadway show Hamilton.
5. Watch the cast sing the song at the White House in 2016.

Optional: Transcript of Academic Snapshot

Workshop #2: Stress & 1. Watch your recorded snapshot and write down exactly what you hear, including
(10)
6 Intonation pauses, mistakes, repeated words in a verbatim transcript.
R 3/25
2. Read your transcript as you again watch your videotaped academic snapshot and
• Note problems with word choice, subject-verb agreement and verb tense.
Circle any problems you find and write the correct expression in the space
above.
• Listen for problems with articulation of sounds and/or stress patterns; circle
the words or phrases that sound problematic to you.
• Make an appointment to meet with Eric to discuss your academic snapshot in
detail.

1. CN #11: Read through contents.

(11) Job Interview (1) 2. Watch three short Canvas videos: (1) “Get That Job: Making Small Talk”; (2) “Get
7 T 3/30 that job: Answering tough questions without lying” and (3) “Do’s and Don't’s of the
job interview.”
3. Complete the tasks in CN #11 to prepare for in-class discussion and activities.

1. CN #12: Read through contents.

(12) Job Interviews (2) 2. Watch Canvas video: Sample job interview.
7 R 4/1 Simulation 3. Complete the tasks in CN#12 to prepare for in-class discussion and activities.
4. Prepare to answer a selection of typical interview questions in the interview
simulation.

C Grunwald, Spring 2021

 21G.232/3 Weeks 8-14

Working with Others (1): 1. CN #13: Read through contents.

2. Read HBR, “Navigating the cultural minefield.”
(13) 3. Read “Guidelines for effective meetings.”
M 4/5 4. Watch Stellar video: “10 ways to have a better conversation.”
5. Complete tasks in CN #13 to prepare for in-class discussion and activities.

8
Working with Others (2) 1. CN #14: Read through contents.
2. Read on Stellar: “Managing your advisor,” “Three highly effective tips to handle
(14) criticism,” and “How to respond to an offensive comment at work.”
W 4/7 3.Watch Stellar video: “Difficult Conversations: Subtle Behavior Issues.”
4. Complete tasks in CN #14 to prepare for in-class discussion and activities.

Vocal Workshop #3: 1. CN #15: Read through contents.

(15) Contrast & Emphasis 2. Complete tasks in CN #15 to prepare for in-class discussion and activities.
M 4/12
Optional Audio Recording: Record WS pp 117 and 121. Send your recordings as an e-
mail attachment.

Interactive Teaching (1): 1. CN #16: Read through contents.

9 Questionnaire 2. Watch on Stellar: Patrick Winston on “How to speak.”
In-class Stellar video: 3. Read on Stellar (1) R. Weir, “Teaching strategies” and Chen et al. “How we survived our
Moore, “How to tie your first year of teaching as new ITAs.”
(16) shoes” 4. Watch on Stellar panel “Is it important to participate in class?”
W 4/14 Be prepared to discuss 5. Complete tasks in CN #16 to prepare for in class discussion and activities.
how he could make this 6.Complete & submit worksheet for interactive teaching
lesson interactive CN find 5 facts about MIT undergrads that surprise you to discuss in class.
Study CW 83-87; 94-96 on Q & A.

A
 21G.232/3 Weeks 8-14

M 4/19 PATRIOTS DAY NO CLASS

Interactive Teaching (2) 1. CN #17: Read through contents.

2. Watch on Stellar videos of two MIT students teaching: (a) circuits and (b) phase
10 (17) diagrams
W 4/21 3. Complete tasks in CN #17 to prepare for in class discussion and activities.
4. Submit via e-mail Worksheet on Planning Interactive Teaching (Stellar)

(18) Student-led class sessions Major assignment #3: Interactive Teaching sessions
M 4/26
11
(19) Student-led class sessions Major assignment #3: Interactive Teaching sessions
W 4/28

Presenting research (1) 1.Major Assignment # 4 due: Assessment of your interactive teaching session.
Handling interactions 2. CN #20: Read through contents.
3. Read on Stellar (a) “A compelling presence,” (b) “Improving the Q & A experience,” &
(20) (c) “How to get useful feedback: a speaker’s guide”
M 5/3 4. Watch on Stellar video of MIT student research presentation & read the sample self-
evaluation with instructor feedback on a 21G.232 final research presentation.
5. Complete tasks in CN #20 to prepare for in class discussion and activities.

12 Presenting research (2) 1. CN #21: Read through contents.

Design & use of visual 2. Explore on Stellar A. Dlugan, “20 guidelines for great presentation slide design”
aids 3. Explore on Stellar M. Alley’s “Using the Assertion-Evidence slide structure”
4. Complete tasks in CN #21 to prepare for in class discussion and activities.
(21)
5. Exercise: Create two sequential slides that demonstrate best practice. Be prepared to
W 5/5
share these slides in class.

Optional Audio Recording: The History of Thanksgiving (See Stellar)

B
 21G.232/3 Weeks 8-14

Vocal workshop #4: 1. CN #22: Read through contents.

Linking & Blending 2. Complete tasks in CN #22 to prepare for in-class activities.
3. Submit via e-mail five (5) questions about your research that a peer audience might ask.
(22)
M 5/10
Review criteria/checklist Optional Audio Recording: Record WS pp 151-152. Send your recordings as an e-mail
13 For research present. attachment.

Research presentations Major Assignment #5: Research presentation with slides and Q & A
(23)
(A): Q & A Sessions
W 5/12

Research presentations Major Assignment #5: Research presentation with slides and Q & A
(24)
(B): Q & A Sessions
M 5/17
14
(25) Final class meeting Major Assignment #6 due: Self-assessment of your research presentation.
W 5/19

C
 21G.232/3 Weeks 8-14

Working with Others (1): 1. CN #13: Read through contents.

2. Read HBR, “Navigating the cultural minefield.”
(13) 3. Read “Guidelines for effective meetings.”
T 4/6 4. Watch Stellar video: “10 ways to have a better conversation.”
5. Complete tasks in CN #13 to prepare for in-class discussion and activities.

8
Working with Others (2) 1. CN #14: Read through contents.
2. Read on Stellar: “Managing your advisor,” “Three highly effective tips to handle
(14) criticism,” and “How to respond to an offensive comment at work.”
R 4/8 3.Watch Stellar video: “Difficult Conversations: Subtle Behavior Issues.”
4. Complete tasks in CN #14 to prepare for in-class discussion and activities.

Vocal Workshop #3: 1. CN #15: Read through contents.

(15) Contrast & Emphasis 2. Complete tasks in CN #15 to prepare for in-class discussion and activities.
T 4/13
Optional Audio Recording: Record WS pp 117 and 121. Send your recordings as an e-
mail attachment.

Interactive Teaching (1): 1. CN #16: Read through contents.

9 Questionnaire 2. Watch on Stellar: Patrick Winston on “How to speak.”
In-class Stellar video: 3. Read on Stellar (1) R. Weir, “Teaching strategies” and Chen et al. “How we survived our
Moore, “How to tie your first year of teaching as new ITAs.”
(16) shoes” 4. Watch on Stellar panel “Is it important to participate in class?”
R 4/15 Be prepared to discuss 5. Complete tasks in CN #16 to prepare for in class discussion and activities.
how he could make this 6.Complete & submit worksheet for interactive teaching
lesson interactive CN find 5 facts about MIT undergrads that surprise you to discuss in class.
Study CW 83-87; 94-96 on Q & A.

A
 21G.232/3 Weeks 8-14

T 4/20 PATRIOTS DAY NO CLASS

Interactive Teaching (2) 1. CN #17: Read through contents.

2. Watch on Stellar videos of two MIT students teaching: (a) circuits and (b) phase
10 (17) diagrams
R 4/22 3. Complete tasks in CN #17 to prepare for in class discussion and activities.
4. Submit via e-mail Worksheet on Planning Interactive Teaching (Stellar)

(18) Student-led class sessions Major assignment #3: Interactive Teaching sessions
T 4/27
11
(19) Student-led class sessions Major assignment #3: Interactive Teaching sessions
R 4/29

Presenting research (1) 1.Major Assignment # 4 due: Assessment of your interactive teaching session.
Handling interactions 2. CN #20: Read through contents.
3. Read on Stellar (a) “A compelling presence,” (b) “Improving the Q & A experience,” &
(20) (c) “How to get useful feedback: a speaker’s guide”
T 5/4 4. Watch on Stellar video of MIT student research presentation & read the sample self-
evaluation with instructor feedback on a 21G.232 final research presentation.
5. Complete tasks in CN #20 to prepare for in class discussion and activities.

12 Presenting research (2) 1. CN #21: Read through contents.

Design & use of visual 2. Explore on Stellar A. Dlugan, “20 guidelines for great presentation slide design”
aids 3. Explore on Stellar M. Alley’s “Using the Assertion-Evidence slide structure”
4. Complete tasks in CN #21 to prepare for in class discussion and activities.
(21)
5. Exercise: Create two sequential slides that demonstrate best practice. Be prepared to
R 5/6
share these slides in class.

Optional Audio Recording: The History of Thanksgiving (See Stellar)

B
 21G.232/3 Weeks 8-14

Vocal workshop #4: 1. CN #22: Read through contents.

Linking & Blending 2. Complete tasks in CN #22 to prepare for in-class activities.
3. Submit via e-mail five (5) questions about your research that a peer audience might ask.
(22)
T 5/11
Review criteria/checklist Optional Audio Recording: Record WS pp 151-152. Send your recordings as an e-mail
13 For research present. attachment.

Research presentations Major Assignment #5: Research presentation with slides and Q & A
(23)
(A): Q & A Sessions
R 5/13

Research presentations Major Assignment #5: Research presentation with slides and Q & A
(24)
(B): Q & A Sessions
T 5/18
14
(25) Final class meeting Major Assignment #6 due: Assessment of your research presentation.
R 5/20