Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

1-2004

Journal or Book Title

Communication Teacher

Volume

18

Issue

1

First Page

212

Last Page

5

DOI

10.1080/1740462032000142086

Abstract

An important learning opportunity occurs during the question and answer (Q & A) session following student speeches. Not only do students benefit from the information conveyed in these speeches, but students also benefit from the cognitive stimulation the opportunity affords. Often, however, it seems that the Q & A session falls short of these lofty aspirations. Audience members may ask painfully obvious questions; speakers may respond to questions in perfunctory manner, relieved that the “hard” part or the “real” part of their responsibility (i.e., giving the speech) is completed. However, the Q & A session is a time when learning can occur in that speakers can reinforce their expertise and credibility, and audience members have the opportunity to present themselves as thoughtful and competent communicators. The result can be a stimulating discussion built on knowledge presented in the speech with additional opportunities to challenge, discuss, and enhance both speakers’ and audience members’ cognitive processes. The purpose of this activity is to propose a means by which students can achieve the full learning potential offered in the Q & A session following speeches by organizing their thinking and their questions within the framework of Bloom’s Taxonomy of Educational Objectives (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). Besides providing guidance to enhance the Q & A session, Bloom’s Taxonomy presents a criterion for identifying the current status of student thinking in comparison with a desired cognitive goal and allows both instructors and students to assess their own thinking. To realize these results, however, students must understand what is required or expected of them at each level of the Taxonomy.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Communication Teacher on January 2004, available online: http://www.tandf.com/10.1080/1740462032000142086.

Copyright Owner

Communication Teacher

Language

en

File Format

application/pdf

Published Version

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