Course Content
Guide to SPEAK
This output called “Guide to SPEAK” is a reference educational resource in the field of adults' entrepreneurial empowerment through Public Speaking. The Guide containsguidelines, advice and methodologies for using Public Speaking as an instrument for the direct and indirect target groups involved in learning and empowering contexts. More specifically, this guide can be considered a complementary tool to the curriculum created. It is a reference manual for educators and general adults, giving an outline of the lessons learnt, expected results, learning outcomes and examples of educational contexts to which the Training course Format can be applied.The Guide will be produced in physical form as a guidebook and in digital form as an E-book.
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Guide to SPEAK
Toolkit
SPEAK Project, a co-funded by the Erasmus+ programme of the European Union, aimed at exploring the potential of public speaking and entrepreneurial skills to attain high ranking results, conceivable for adults in the process of personal and professional development through advanced communication, with a focus on public speaking ability. The project had five European partners from Austria, Sweden, Turkey, and Italy. The Project’s main objectives are to promote the innovative educational format of speaking skills, co-creation, and peer interaction. Also, it reduces the social exclusion and discrimination of marginalized groups by piloting a design for educational offers targeted at social organizations and businesses to develop their capacities in speaking publicly.
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Toolkit
Competences and Methodologies for the target groups
Some great speakers are natural communicators who can break all the rules and still give a perfect public speech. To offer powerful remarks, everyone can acquire a few qualities of exceptional speakers. Powerful speaking is an acquired skill that necessitates mastering several practiced abilities until they become second nature. Public speaking might be daunting, but you must find a method to express yourself if you want to advance in your job. Public speaking allows you to communicate your thoughts with a broad audience, distinguish yourself from the corporate crowd, and gain recognition in your industry. Unfortunately, if your public speaking skills aren't up to par, no one will pay attention to your presentation long enough to understand what you're saying.
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Self-Confidence & Calmness
Engagement & Fluency in Speech
Organisation & Self-motivation
Summary
QUIZ
Competences and Methodologies for the target groups
04:36
What’s Mentimeter? How can it help public speakers?
02:39
Interview with an expert on public speaking skills
05:31
How to overcome public speaking fear
The fear of public speaking is caused by several factors such as neurological, social, or experiential. However, the primary factor is closely related to the natural stress mechanism, more commonly known as the 'fight or flight response.
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Flight-or-fight response
Preparation
Breathing
Tone of voice and posture
Visualitation
QUIZ
How to Overcome Fear of Public Speaking
04:13
The Causes of Fear of Public Speaking
05:59
Interview with Vito Verrastro on public speaking skills
03:03
Types of Trainings
There are different types of training that we can use outside the traditional school system such as self-learning at home, individual coaching, the workshop model and the webinar. These are training methods that adults can consider to develop specific skills, including public speaking skills. These types of training can be used to learn, practice and improve.
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Home Self-Study
One to One Coaching
Minimize Lecture, Maximize Learning: The Workshop Model
Webinar
Summary
QUIZ
Types of training to improve public speaking skills
03:13
How can Smartphones improve your public speaking skills?
02:09
Interview with expert on public speaking skills
04:51
The Role of Educators
Which role do educators play in supporting co-creation dynamics within a group? The importance of educators for individual learning is well known. Most of us had one or the other teacher that shaped the course of our lives. Educators shape the way we think, how we learn, and how we interact with one another. Not all educators are the same and may take different roles in our learning journey.
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Learning journey
Examples of daily program description
QUIZ
Presenting KAHOOT
02:38
9 roles of Educators – Part 1
03:05
9 roles of Educators – Part 2
03:30
Development of autonomous tools of education in Public Speaking skill development
After working on the substance of the public speech, it is essential to assimilate all the means to make your address impactful/punchy and catch your audience's attention. Indeed, the form is as important as the substance. It concerns the tone of voice, as well as gestures and interactions. There are "Do's and Don'ts'' that any public speaker should be knowledgeable about practicing public gestures makes people feel more confident and offers tools to behave like a lecturer. The module created helps prepare people on how a public presentation works practically. It offers physical exercises explaining how to speak, move hands, and stand in front of a large public. Besides, learners use training tools to support the presentation, such as using PowerPoint. At the end of the module, learners can expect to have all the knowledge necessary to drive a public speech from the first word to the last word.
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How to use or implement elements of public speaking skills?
Example of the daily program description
QUIZ
Development of the elements of public speaking
04:23
Have you heard HeadsUp before?
01:07
Interview with Kristina on public speaking skills
04:15
Good Practices
Good practices of public speaking enhancement and entrepreneurial approach
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Sweden
Italy
Austria
Turkey
TIPS FOR PUBLIC SPEAKERS AND PUBLIC SPEAKING TRAINERS
Speaking skill performance enhancement in entrepreneurial customs for social workers
About Lesson

Day 1

When

What

Session 1

30´

TITLE: The knowledge disseminator

Aim/purpose: roles in our learning journey of a “knowledge disseminator”

Timeframe: 30

Approach and attitude:

  1. Theoretical definition of the knowledge disseminator as an educator (text)
  2. Creation of a role-playing game
  3. Movie research

Action, activities:

●       role-playing game

●       reflection

●       watching the short movie´s on youtube to “The knowledge disseminator”

How (kind of methods): small group

Further resources: (theories, internet links with materials, books, etc)

●       https://resilienteducator.com/classroom-resources/5-roles-for-a-teacher-leader/

●       https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/the-role-of-the-educator/

●       https://www.youtube.com/results?search_query=knowledge+dissemination

Session 2

30’

TITLE: The Learner

Aim/purpose: roles in our learning journey of  “The Learner”

Timeframe: 30

Approach and attitude:

  1. Theoretical definition of “The learner” as an educator (text)
  2. Creation of a role-playing game

Action, activities:

●       role-playing game

●       reflection

How (kind of methods): plenum

Further resources: (theories, internet links with materials, books, etc)

●       https://resilienteducator.com/classroom-resources/5-roles-for-a-teacher-leader/

●       https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/the-role-of-the-educator/

Session 3

30’

TITLE: The process-oriented

Aim/purpose: roles in our learning journey of “The process-oriented”

Timeframe: 30

Approach and attitude:

  1. Theoretical definition of “the process-oriented” as an educator (text)
  2. Creation of a role-playing game
  3. Creation of charts and figures

Action, activities:

●       role-playing game

●       charts, figures

●       reflection

How (kind of methods): small groups, plenum

Further resources: (theories, internet links with materials, books, etc)

●       https://resilienteducator.com/classroom-resources/5-roles-for-a-teacher-leader/

●       https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/the-role-of-the-educator/

Session 4

30’

TITLE: The Safe Space provider

Aim/purpose: roles in our learning journey of “The Safe Space provider”

Timeframe: 30

Approach and attitude:

  1. Theoretical definition of “The Safe Space provider” as an educator (text)
  2. Creation of a role-playing game
  3. Creation of charts and figures

Action, activities:

●       role playing game

●       charts, figures

●       reflection

How (kind of methods): small groups, plenum

Further resources: (theories, internet links with materials, books, etc)

●       https://resilienteducator.com/classroom-resources/5-roles-for-a-teacher-leader/

●       https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/the-role-of-the-educator/

Session 5

30’

TITLE: The Problem Solver

Aim/purpose: roles in our learning journey of “The Problem Solver”

Timeframe: 30

Approach and attitude:

  1. Theoretical definition of “The Problem Solver” as an educator (text)
  2. Creation of a role-playing game
  3. Movie research

Action, activities:

●       role-playing game

●       reflection

●       watching short movie´s on youtube of “The Problem Solver” as an educator

How (kind of methods): small groups, plenum

Further resources: (theories, internet links with materials, books, etc)

●       https://resilienteducator.com/classroom-resources/5-roles-for-a-teacher-leader/

●       https://www.ldatschool.ca/learning-modules/fostering-advocacy/building-self-advocacy-skills/the-role-of-the-educator/

●       https://www.youtube.com/watch?v=lhHhwbWEGXQ
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