Do you ever ask to hear the rough draft?
Yes, you read that correctly. I want to hear my students’ rough drafts. Every day, students are speaking in class. Often, teachers assign some talks with higher stakes than the daily discussions, answers of questions, and the like. We assign the quarterly book report in front of the entire class, the biography project final where students dress up as some historical figure, the report on smoking’s effects in health class, the presentation of the science project, the participation in a mock Congressional hearing, the talk at the DECA competition, and many more. At all grade levels in all subjects, at some point students will be giving a talk to a group. Before we expose the audience of students and/or parents and/or judges to these talks, we need to make sure that the talk is ready for prime time. I tell students to practice several times before presentation day, but, not surprisingly, some students do not practice. I am sure this is just an issue I face, and you never have this problem. To avoid that problem, though, I ask to hear the rough draft before my students give the final talk. I ask students to send me the rough draft recording of their talk so I can listen to it and offer advice. I don’t want to read the words they wrote, I want to hear them speaking. Do you ever do that?
Checking the rough draft is common for many writing assignments. The cynical among us may suggest checking the rough draft as a way to make sure students are doing the work they are supposed to be doing. The fear that the paper may not be started until the evening before the six-week assignment is due is real. Less cynical teachers may look at the rough draft as a formative assessment. Discovering mistakes and giving feedback before the final paper is due is more valuable than writing comments on the finished paper. For both reasons, I always asked students to do a rough draft before they handed in a major writing assignment. I collected and commented on the drafts and warned students that I would get quite miffed if those comments were ignored. I want the same thinking to apply to oral assignments—but with a twist. Don’t have students hand in a paper with the words they are planning on saying; require a recording of the talk instead.
There are many ways to record the rough draft. All of them contribute to preparation for your state’s speaking standards, by the way. While the Common Core Standards have fallen upon hard times, they left a mark. Speaking standards in most states have modeled ideas from the CCSS. For example, standards usually require students to use multimedia in presentations. In my state, beginning in second grade, students are expected to make audio recordings of talks; by fifth grade, students should be including multimedia components in presentations. This requirement is probably more daunting to teachers than to students. More of our students than you realize are already quite adept at various ways of recording and posting audio and video. Today, I want to share some of the simpler ways we can record, and show you how to use digital tools to practice talks. Digitally Speaking: How to Improve Student Presentations with Technology is a source for those wanting more ideas and it is free for all teachers. Just contact me through pvlegs.com to get a copy.
Every computer/netbook/tablet has built-in audio and video recording. Every device has recording capability and your students will have no trouble finding it. In the distance learning world, students are becoming masters at using these tools. Have students record themselves and attach the recording to an e-mail to send to you. Use Google Voice and have students call your number and leave a message: a couple minutes of their speech. Tell students to visit www.vocaroo.com. There’s no sign-up, no password, no cost—the home page has a big red button that starts the audio recording. When students finish, they can “Listen” to the recording. If the recording is not good enough, they can hit “Retry”; if they like it, they can copy the URL address to send to other listeners or hit a button that lets them e-mail the recording to someone . . . a teacher, for instance.
Think of the possibilities. Students can watch/listen to the recordings, critique themselves using a PVLEGS rubric, make adjustments, and improve. Audio and video can be shared in a group: each group member shows his or her rough draft and gets feedback from other group members. Recordings can be viewed by a teacher who can give important tips to improve a presentation before the due date. A Reader’s Theater team could record parts and send them to teammates as a way to improve before performing the book selection in class. The Poetry Café presenters can listen to themselves before getting up in front of classmates and parents. The recordings of a “This I Believe” speech could be useful formative assessments on the way to the final talk. And, of course, you have your own great ideas.
Why wouldn’t you want to do this? Improving speaking skills, avoiding dull presentations, updating instruction, and meeting Common Core State Standards can all be accomplished by asking to hear the rough drafts.
Erik is the author of Digitally Speaking: How to Improve Student Presentations with Technology and Well Spoken: Teaching Speaking to All Students.