ࡱ> >@= x/bjbjWW ;8==g *Dnb.$Bl*`20bsjb : ComS 222 Self-Evaluation #1 Lecture Date (month/day/year) Name: A. Good Student Topic: Cognitive Dissonance Theory To what degree did you meet the information and psychological needs of the students/audience? I believe that I met the information needs of the students by providing them with an example that I was able to use throughout the presentation of Cognitive Dissonance Theory. I began by using an example that was useful throughout the lecture. Kougl mentions the importance of using examples among other supporting information in order to get support for your ideas. By using the example of a smokers response to the health effects of smoking, I believe that I was able to bring this point across. Had I kept the same example (I love pizza, but my friend does not like pizza) I do not believe that I could have accomplished this goal. In terms of the psychological needs of the students, I think that this smoking example provided a good link between the information that I was trying to impart as well as meet the psychological needs of the students. I wanted mainly, to make the theory come alive. I wanted the students to envision a real life example and to illustrate how the theory could come alive. I structured my language throughout the lecture so that this same smoking example could be used to illustrate all of the points of the theory. How did you create a need to know (an exigence)? I am not sure I did this very well. I believe that I attempted to create an exigence when I said, we all experience dissonance, but I do not believe that this was specific enough for the students to want to learn more about this theory. Kougl suggests that one needs to focus the students attention, provide information, provide a preview and clarify expectations in order to prepare your students or audience for what is to come. While I believe I provided a preview by discussing the agenda and explained some of what was to come, I failed to focus the students attention at the beginning of the lecture. This could have been accomplished by using the smoking example from the beginning. For instance, I could have had the students imagine what it would be to know that smoking is bad for your health yet you continue to smoke and how this would create dissonance within your thoughts. Or, I could have made it more personal by having the students try to think of a fact that they know to be true of someone they really care about. Then I would have them think of another thought about that same person which, if they found out would completely make them feel upset. In this way, I expected to impart some dissonance into my students. I believe that this would have created in my students a sense of understanding in the topic I had attempted to impart in them. How did you build relevance (context) of the lesson for your students/audience? I believe that I built relevance to the students by attempting to provide an example that most of them could relate to. I think that the smoking example worked because of its relevance to everyone. While not everyone in the class smokes, I believe that the majority of them could relate to knowing someone who does smoke, so this made it relevant to the whole class. I also believe that this particular example made the concept of dissonance come alive for some people. How did you organization function to make the lesson more understandable to your students/audience? I tried to organize the lesson in such a way so that the majority of the students were able to grasp the concept of Cognitive Dissonance as we went through the lesson. I began with the definition of what dissonant thoughts were so that I could lay the ground work for the rest of my lecture. Throughout my lecture, I realize now from both Kougls book as well as from lecture, it would have been much more effective to go through the goals of my presentation to see whether I could have used that as a guide to help me create the agenda. Was the information manageable by the students? How do you know? I believe that the information was manageable by the students; however a clearer explanation of what dissonant thoughts were would have been more helpful. Kougl talks about tailoring your language to achieve the goal of the lesson and I believe that I failed to do that when giving the example. Had I reworded my activity of having the students think of two thoughts, I believe that I would have been able to get the point across much better. I could have said for instance, I want you to think of two thoughts that when placed together would cause a sense of discomfort in you. Or anything to that effect so I would have created dissonance within the minds of my audience. How clear was your objective (thesis)? How could clarity be improved? I believe that my thesis was not that clear. I wanted to get across that the main goal of the lecture was to help the students understand what cognitive dissonance theory was. Once again, I could have used the approach outlined by Kougl in chapter nine of her book. Even further, as explained in the lecture, I could have thought more about what it was that I wanted to instill in the students and this would have guided my statements. So, I could have improved clarity by stating something like, Todays goal will be for us to understand what dissonant thought are and how we deal with them as explained by cognitive dissonance theory. To what degree did you stimulate thinking? I tried to stimulate thinking by having the class try to think of two thoughts. That is, I tried to get the students thinking by asking a question. However, like I have stated before, I realize that I could have improved on this approach by clarifying my language. Tailoring the language to my goal would have been the best approach to accomplish all of my goals. My lecturing skills are: I believe the best skill I have is to pay attention to the direct feedback of the students. I did so when changing my early example of the friend who liked pizza versus the one who did not. My use of flexibility within the lecture is what got me through to the example of smoking. Had I not been paying attention to the nonverbal language from the students, I would not have changed my lecture. My lecturing weaknesses are: I believe that I need to improve on the language that I use to convey the message that I am trying to get across. I believe that part of my problem is that I am thinking a lot while speaking and this makes it difficult when I have to explain whatever concept I am thinking of to the rest of the class. Mainly my language needs to be made clearer so that all of the concepts can be understood by those listening to my lecture.  If I was to do this lecture again, I would: I would definitely begin from the beginning of Kougls chapter 9 as well as the goals that I had set for myself within this lecture. It was essential that I take into account what the students need to learn most within the context of a ten minute presentation. While I feel that I attempted to do this, I did not feel like I succeeded. Also, I believe that it would have been better had I used a couple of examples throughout the lecture to illustrate my points. Overall however, I feel that I needed to have a clearer sense of what my goals were throughout the lecture, had I done so, I believe that it would have been easier to follow my lecture as well as attain all of the goals I had in mind when preparing the lecture. I would have also practiced more, that way I could have realized what it was that I need to change in terms of content so that my lecture would have flowed smoothly. Suggested Grade: B Needs page citation for Kougl. Again, citation needed. The sentence I italicized was an appropriate critique. A.s suggested improvements are appropriate and relevant. These comments indicate serious reflection and growth. Where you find mistakes in your presentation, offer suggestions as did A. Again, proper citations needed. What do you suspect my reaction to this statement was? Right! Citation needed. Better but page numbers needed. Notice that the presenters effort to stimulate thinking was grounded in just two main ideas. This may seem counter-intuitive at first, but more stuff doesnt necessarily invite thinking. The task of a lecturer is to present something valuable and thought-provoking to the students. It is not about conveying gobs of information. The balance between strengths and weaknesses is appropriate. These are relevant and useful insights A. makes. There is no need to either sing great praises of yourself, nor to beat yourself up. Just identify what you think were significant strengths you can rely on as you present your discussion; identify a couple areas you will commit to working on from now on. And?... Excellent insight! Another important point. The most significant learning that came from practice; while A. could write a goal properly, A. discovered how goals work through practice and reflectionA. couldnt learn this just from a lecture. A. Good Students assessment was similar to mine (mine was actually a bit more positive: B+) This tells me that A.G.S.s interpretation of the event and mine are similar. If the assessments had been radically different, I would know we needed to have a further conversation in order to negotiate the meaning of the criteria and A.s behaviors as a lecturer. Overall, the content of the reflection was appropriate and sufficiently developed. Notice A.s references to specific things A. did in the lecture. Be sure to do the samethe more concrete in your examples, the better. A.s connections of readings (theory) and her reflection were rather weak although they do exist. Make sure you reference the readings where relevant. Certainly Kougl will be central, but the other readings may provide some important support as well. The grade for this reflection assignment was B+. 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