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HomeMy WebLinkAboutRes 14-05 WA Adopting a Credit by Exam Program WESTLAKE ACADEMY RESOLUTION 14-05 A RESOLUTION OF THE WESTLAKE ACADEMY BOARD F TRUSTEES APPROVING AND ADOPTING A CREDIT BY EXAM (CBE) PROGRAM FOR SPEECH. WHEREAS, the Texas state mandates require that the Board of Trustees approve locally developed Credit by Exams (CBEs); and, WHEREAS, Westlake Academy has researched, discussed and written a Credit by Exam (CBE)to be utilized to award Speech credit to Westlake Academy students; and, WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake Academy. NOW, THEREFORE, DE IT RESOLVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY: SECTI®N 1: That, all matters stated in the recitals hereinabove are found to be true and correct and are incorporated herein by reference as if copied in their entirety. SECTIN 2: That, the Board of Trustees Westlake Academy, hereby approves the new Credit by Exam(CBE) for Westlake Academy attached to this resolution as Exhibit "A'9 SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Council hereby determines that it would have adopted this Resolution without the invalid provision. Resolution 14-05 Pagel of 5 Exhibit ",A" Speech Communication Seminar Objective 1 — Communication Process Student demonstrates knowledge of various communication processes in professional and social contexts. Foundations of Communication • Define and describe the four components of the communication process. • Identify and define the four dimensions of communication. • Describe the elements of communication competence. • Define and describe active mindfulness. • Define and explain the process of attribution. • Describe some of the skills that facilitate accurate perceptions and attributions. Principles and Practices of Communication • Describe the relationship between words and perceptions. • Distinguish between denotative and connotative meanings. • Describe how language reflects cultural, group, and individual diversity. • Describe the relationship between power and words. • Create and use examples of inclusive and appropriate language. • Describe the characteristics of nonverbal communication that distinguish this type of communication from language. • Describe the functions of nonverbal behavior. • Describe how diversity influences nonverbal behavior. • State some of the ways you can increase nonverbal communication skills. Listening and Critical Thinking • Describe the differences between listening and hearing. • Explain the significant role of listening in communication. • Describe some misconceptions about listening. • Describe some common obstacles to listening. Objective 2—Interpersonal Communication Student uses appropriate interpersonal communication strategies in professional and social contexts. Interpersonal Cormnunication • Define and describe relational communication. • State the factors that influence relationship development. • Describe communication behaviors that characterize a developing relationship. • Describe communication behaviors that characterize a deteriorating relationship. • State the process and guidelines for self-disclosure. • State the difference between cultural, group, and individual diversity. • Explain how the dimensions of culture influence communication. • Define conflict. Resolution 14-05 Page 3 of 5 • State the differences between destructive and constructive conflict. • Describe five common sources of conflict. • Describe six skills in constructive conflict management. Objective 3 — Group Communication Student communicates effectively in groups in professional and social contexts. Interviewing • Know how to effectively prepare for an interview. • Know the parts of a resume and cover letter. • Describe the importance of appearance for an interview. • Describe the importance of good communication in an interview. Group Communication • Identify types of groups. • Describe the advantages and causes of groupthink. • Explain the importance of group composition in group functions. • Describe the phases of group development. • Describe the roles and functional behaviors in small groups. • Identify leadership styles and situations in which differing styles are appropriate. Objective 4— Presentations Student makes and evaluates formal and informal professional presentations. Public Speaking, Part I • Analyze the basic features of a speech. • Identify the common purposes of public speaking. • Choose an appropriate topic for a speech. • Construct a specific purpose for a speech. • Organize a speech. • Describe the importance of audience learning styles in speech presentation. • Explain the requirements for an effective informative speech. • Describe the importance of using visual aids in a speech. • State the differences between informative and persuasive speaking. • Describe the importance of situation for persuasive speaking. • Describe the four goals of persuasive speeches. • Define ethos, logos, and pathos. • Describe how certain persuasive appeals connect, or link, to audience members. • Describe the variety of methods for speech delivery. Public Speaking, Part II • Recognize strategies to manage speech anxiety. • Describe the variety of methods for speech delivery. • Describe the relationship between delivery and nonverbal communication. • Display appropriate speech presentation behaviors. Resolution 14-05 Page 4 of 5 Performance Assessment: Part A: Interview • Students will participate an interview process. • Students will prepare a resume' and cover letter for a job. • Students will participate in an interview. • Students will be given feedback Part B: Contemporary Rhetoric Speech • Students will deliver a contemporary rhetoric speech. • Students will choose a famous speech • Students will Analyze the following aspects • Speaker • Event/situation • Analysis of Speech • Historical Significance • Authenticity • Rhetorical Significance Resolution 14-05 Page 5 of 5 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED ON THIS 14th DAB' OF April 2014. 8; Laura Wheat, President ATTEST: KeO Edwards, Board Secretary Thomas E. rymer p intende�t- E APPROVE 'AS TO F,01 I_ �;xr".ja .,-- v JAWS. Bubert o tanWn Lowry, School Attorney Resolution 14-05 Page 2 of 5