Use a delivery adjustment

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

Delivery can improve pace, audibility, fluency and navigation. Rehearsal should preserve accuracy instead of merely making a speaker faster or more confident.

Identify the observed listening problem and practice the targeted adjustment with the supplied text.

Original worked input: Original excerpt D: At the transition from mechanism to results, the speaker rushes and listeners miss the limit. The task is to use a delivery adjustment. The answer is “slow and pause at important transitions”. Evidence: At the transition from mechanism to results, the speaker rushes and listeners miss the limit. Reasoning: slow and pause at important transitions is supported because pauses at the important result and limit give listeners time to process them. Volume and pace are different problems.

1. Read the supplied worked case and identify the part named in this lesson. An adult can model unfamiliar words.
2. Identify the observed listening problem and practice the targeted adjustment with the supplied text.
3. Check the worked solution: slow and pause at important transitions. Evidence: At the transition from mechanism to results, the speaker rushes and listeners miss the limit. Reasoning: slow and pause at important transitions is supported because pauses at the important result and limit give listeners time to process them. Volume and pace are different problems.
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 D: Repeated er and um obscure sentences; rehearsal can remove unnecessary fillers without changing the claim. Give an evidence-based answer before looking at the model. Expected reasoning: Evidence: Repeated er and um obscure sentences; rehearsal can remove unnecessary fillers without changing the claim. Reasoning: remove repeated filler words through rehearsal is supported because targeted rehearsal can reduce repeated filler without altering claims. Volume and pace are different problems. 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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