Plan an oral organization

Supplied materials

• Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
• Worked case: Excerpt A: Plan: name the frame and hinge, then explain how folding lets the panels move. Excerpt B: Need: show where and how the folded strip connects the panels. Excerpt C: Problem: the diagram alone contains essential information that cannot be understood by listeners who cannot see it. Excerpt D: At the transition from mechanism to results, the speaker rushes and listeners miss the limit.
• Primary check: Excerpt A: Plan: recommend longer trials, then give reasons and counts supporting that proposal. Excerpt B: Need: compare the recorded bend counts of models A and B. Excerpt C: Problem: text is tiny gray type on a pale gray background. Excerpt D: The speaker faces the wall and speaks too quietly to be heard in the back row.

Learn the idea

Listeners need recognizable organization because they cannot reread a spoken paragraph immediately. A structure should fit explaining, arguing, narrating or comparing.

Identify the purpose, state a brief roadmap and organize the supplied points accordingly.

Original worked input: Original excerpt A: Plan: name the frame and hinge, then explain how folding lets the panels move. The task is to plan an oral organization. The answer is “explain parts then process”. Evidence: Plan: name the frame and hinge, then explain how folding lets the panels move. Reasoning: explain parts then process is supported because parts are named before their working relationship is explained. A list of slides is not necessarily a logical explanation.

1. Read the supplied worked case and identify the part named in this lesson. An adult can model unfamiliar words.
2. Identify the purpose, state a brief roadmap and organize the supplied points accordingly.
3. Check the worked solution: explain parts then process. Evidence: Plan: name the frame and hinge, then explain how folding lets the panels move. Reasoning: explain parts then process is supported because parts are named before their working relationship is explained. A list of slides is not necessarily a logical explanation.
4. Use the new primary and practice cases. Give a reason from the actual words before checking the feedback.

Check your reasoning

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Take it further

Changed-input task: Original excerpt A: Plan: tell what happened at the display, then reflect on reporting the untested limit. Give an evidence-based answer before looking at the model. Expected reasoning: Evidence: Plan: tell what happened at the display, then reflect on reporting the untested limit. Reasoning: narrative sequence with reflection is supported because events are followed by a bounded account of what the speaker learned. A list of slides is not necessarily a logical explanation. Then write a brief alternative sentence, paragraph, source note or scene that demonstrates the same operation; label new fictional details and preserve source limits.

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