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One of the key skills UIL journalism students must master is creating smooth transitions between quotes. A strong quote can fall flat if it isn’t effectively introduced or followed by a well-crafted transition. Class Companion is a fantastic resource for helping students refine this essential storytelling skill.

1. Identifying Weak Transitions

Class Companion’s writing analysis tools can help students identify weak transitions in their drafts. By reviewing feedback on the flow of their writing, students can see where abrupt shifts between quotes and narrative occur, prompting them to rework the transitions for smoother reading.

2. Practicing Transition Techniques

Class Companion provides practical exercises for mastering different transition strategies. For example, students can practice using transitional phrases, summarizing sections before introducing new quotes, and maintaining consistency in tone throughout their writing. These strategies can be directly tied to UIL journalism rubrics, where the fluidity of transitions impacts scoring.

3. Modeling Professional Examples

Students can use Class Companion to study examples of how professional journalists seamlessly transition between quotes and narrative. By reading and analyzing these models, students gain a better understanding of how transitions maintain the flow of a story without interrupting the reader’s experience.

Tip: Have students use Class Companion’s peer review feature to provide constructive feedback on each other’s transitions. This encourages collaborative learning and helps students identify what works well in their peers’ writing.

Enhance your students’ transition techniques with Class Companion—sign up using my referral code here and elevate their story flow in UIL journalism competitions!

In my Interpersonal Communication course, fostering meaningful class interactions is critical to developing students’ practical communication skills. Class Companion provides a range of interactive activities that allow students to practice and apply what they’ve learned in a real-world context, from nonverbal communication to conflict resolution.

Interactive learning has been shown to improve comprehension and retention (Prince, 2004). Integrating Class Companion’s activities into my course makes students more engaged in the learning process. Whether we’re discussing active listening or emotional intelligence, Class Companion’s resources enable me to reinforce these concepts through guided discussions, group work, and reflection activities.

Class Companion’s tools are invaluable for any educator looking to boost classroom participation and deepen student understanding. 

Sign up using my referral code here to explore how it can enhance your students’ learning experience.

References:

• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

As educators look for innovative ways to support language proficiency in the classroom, Duolingo for Schools(https://schools.duolingo.com) offers a dynamic, engaging platform that can seamlessly integrate into a Professional Communication class. By incorporating the Intermediate English Program, educators can enhance students’ reading and speaking skills while aligning with key standards like the Texas Essential Knowledge and Skills (TEKS), the Texas English Language Proficiency Assessment System (TELPAS), and English Language Arts (ELA)objectives.

Supporting TEKS through Duolingo

The TEKS for Professional Communication emphasize developing students’ ability to comprehend and communicate effectively, both verbally and in writing. Duolingo’s interactive lessons, which combine reading, writing, and speaking tasks, are an ideal tool to support these objectives. Research shows that game-based learning and interactive platforms like Duolingo can increase student motivation and learning outcomes by providing immediate feedback and personalized pacing (Clark et al., 2016). By incorporating Duolingo’s Intermediate English lessons into daily activities, students can work on key TEKS skills such as understanding complex texts and communicating ideas clearly and effectively.

For example, students can use Duolingo’s reading modules to practice comprehending short passages, answering comprehension questions, and discussing the material in class, directly aligning with TEKS standards related to reading comprehension and critical thinking.

Enhancing Speaking Skills with TELPAS

For English Language Learners (ELLs), TELPAS assesses progress in language proficiency, particularly in speaking and listening. Duolingo’s speaking exercises allow students to practice speaking English in a low-pressure, interactive environment. By completing these exercises regularly, students can build confidence in their oral language skills, which is crucial for success on the TELPAS speaking assessments.

A study by Gonulal (2020) highlights the benefits of digital language learning platforms like Duolingo for improving oral proficiency, particularly for ELLs. The structured speaking practice provided by Duolingo enables students to focus on correct pronunciation, sentence structure, and fluency, which are critical components of the TELPAS speaking rubric.

Building Reading and Comprehension for ELA Success

Incorporating Duolingo into a Professional Communication class can also support ELA objectives, which require students to analyze, interpret, and evaluate written texts. Duolingo’s Intermediate English lessons offer rich opportunities for students to engage in reading comprehension tasks that range from vocabulary building to understanding context and main ideas.

Duolingo’s adaptive learning technology adjusts the difficulty of reading materials based on student performance, ensuring that each student is working at the appropriate level. According to a meta-analysis by Means et al. (2014), adaptive learning tools improve student outcomes by personalizing instruction to individual learning needs. Using Duolingo in conjunction with classroom discussions and activities provides students with a well-rounded approach to mastering both reading and communication skills, ensuring they are prepared to meet ELA standards.

Integrating Duolingo into Classroom Activities

In a Professional Communication class, Duolingo can be incorporated as both a formative assessment tool and a classroom activity. For example:

• Speaking Activities: After completing Duolingo’s speaking exercises, students can participate in class discussions or presentations, using the vocabulary and phrases they’ve practiced.
• Reading Assignments: Teachers can assign Duolingo reading passages as homework or in-class activities, followed by group discussions to analyze and evaluate the material.
• Progress Monitoring: Teachers can track student progress using Duolingo’s built-in tracking tools, allowing for targeted interventions based on individual needs.

This integration helps meet TEKS, TELPAS, and ELA requirements by providing a well-rounded, engaging platform that enhances language learning.

Conclusion

Educators can support student progress in critical areas such as reading, speaking, and comprehension by incorporating Duolingo for Schools into a Professional Communication class. The platform’s engaging, adaptive approach aligns with state standards like TEKS, TELPAS, and ELA while also offering students the opportunity to build essential communication skills in an interactive, meaningful way. For teachers looking to enhance language instruction, Duolingo is a valuable tool that fosters student success.

References:

• Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.
• Gonulal, T. (2020). The Use of Duolingo in the Language Classroom: Insights from Students’ Perceptions. Journal of Educational Technology Systems, 49(2), 145-165.
• Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when, and how. Routledge.

In UIL journalism, the lead of a story is crucial—it grabs the reader’s attention and sets the tone for the entire piece. But for many students, developing strong, compelling leads can be challenging. This is where Class Companion becomes a valuable tool.

1. Analyzing Examples with Class Companion

Class Companion’s vast repository of writing examples can help students analyze what makes a strong lead. By comparing different types of leads—straightforward news leads, feature leads, and creative hooks—students can better understand how to tailor their leads based on the story’s purpose.

2. Guided Practice in Lead Writing

Class Companion allows students to practice writing leads based on different scenarios or prompts. For instance, students can be assigned breaking news events, human interest stories, or sports recaps and then use Class Companion to draft their leads. The platform’s feedback tools can provide immediate insights into clarity, engagement, and effectiveness, allowing students to revise their work in real-time.

3. Peer Collaboration and Feedback

Class Companion also enables students to share their work with peers for feedback. By reviewing each other’s leads, students learn to identify compelling opening sentences and work together to refine their techniques.

Tip: Encourage students to use Class Companion to generate multiple lead options for a single story and then evaluate which one best captures the essence of the event.

Try Class Companion to improve your students’ lead-writing skills using my referral code here and start crafting compelling journalism today!

The “Eclectic Vibes” playlist represents a rich tapestry of sounds, rhythms, and cultures, weaving together funk, soul, jazz, and alternative styles. As an ethnomusicologist, the significance of this playlist extends beyond the music itself, serving as a lens through which we can observe the cultural, historical, and social dynamics that shaped the development of these genres. Each artist in this collection contributes to the evolving story of modern music, tracing roots back to African-American traditions, global influences, and the cross-cultural exchanges that continually reshape popular music.

Funk and Soul: The Rhythmic Backbone

At the core of this playlist are funk and soul, genres that originated in the African-American communities of the United States during the 1960s and 70s. Funk, led by artists like James Brown and George Clinton, emphasized groove, rhythm, and the “one” beat (the first beat of the measure). At the same time, soul music, with icons like Aretha Franklin and Marvin Gaye, focused on emotion, spirituality, and the depth of the human voice.

The inclusion of tracks like Roy Ayers’ “Everybody Loves the Sunshine” and Shuggie Otis’ “Strawberry Letter 23” signals the enduring influence of this golden era. Ayers, a key figure in jazz-funk, pioneered a fusion of jazz improvisation with the structured grooves of funk. His music resonates with Black empowerment and unity themes, often carried by mellow yet infectious rhythms. With his psychedelic soul, Otis captured the experimental spirit of the 70s, blending lush arrangements with deeply personal lyrics.

The soul and funk influence can also be heard in contemporary acts like Khruangbin and Moonchild. Khruangbin, known for its laid-back grooves, draws inspiration from the 60s and 70s Thai funk, illustrating the global migration of funk rhythms. This cross-cultural connection showcases how ethnomusicologists often examine how styles travel and transform across borders, absorbing regional characteristics while maintaining their original essence.

Jazz and Its Evolutionary Path

Jazz is another significant thread running through this playlist, especially in the works of artists like Pharoah Sanders and BADBADNOTGOOD. Sanders’ “The Creator Has a Master Plan” is a spiritual jazz masterpiece, incorporating African and Middle Eastern influences into the improvisational jazz tradition. His collaboration with John Coltrane and deep exploration of avant-garde jazz reflects how jazz continually evolves, incorporating various cultural elements.

The modern, experimental approach of BADBADNOTGOOD brings jazz into the 21st century. This Canadian quartet takes jazz’s improvisational foundation and fuses it with hip-hop, electronica, and alternative rock. Their track “Time Moves Slow,” featuring Sam Herring (of Future Islands), exemplifies how jazz can remain fluid and adaptive, inviting collaborations that expand its boundaries.

Jazz, like funk and soul, has roots in the African-American experience. Still, its ability to absorb global influences makes it a genre deeply studied in ethnomusicology for its role in cultural exchange and hybridization.

Indie and Alternative Sounds: Bridging the Old and the New

Artists like Toro y Moi, Blood Orange, and King Krule bridges the gap between traditional funk, soul, and jazz with indie and alternative influences. These artists offer a more introspective, sometimes cynical take on these genres, often through the lens of personal identity and socio-political commentary.

Blood Orange (Dev Hynes), for instance, creates music that delves into themes of Black identity, queer representation, and personal trauma. His blending of 80s R&B, funk, and minimalist electronic production reflects the diversity of influences that define contemporary Black music, reminding us that genres are rarely static—constantly being redefined by the social and cultural contexts in which they are created.

Toro y Moi, a pioneer of the chillwave genre, further pushes the boundaries of funk and soul, blending lo-fi electronics with smooth, funky basslines and dreamy vocals. His music exemplifies how genres traditionally associated with physicality and groove (like funk) can be softened into introspective, ambient forms, showing the malleability of genre conventions.

Cross-Cultural Influences and Global Connections

A fascinating dimension of this playlist is its demonstration of how musical styles and ideas travel across cultures. Fela Kuti’s “Water No Get Enemy” is a prime example of Afrobeat, a genre he pioneered by blending American funk and jazz with West African highlife and traditional rhythms. This merging of African and American musical traditions underscores the transatlantic cultural exchanges that have long shaped music.

Similarly, Joni Haastrup, often called Nigeria’s “Soul Brother No. 1,” brings a unique Afro-soul sound that resonates deeply with funk and soul traditions while reflecting the political and social landscape of 1970s Africa.

Ethnomusicologists study how music functions as a vehicle for cultural identity and expression, and the international contributions of artists like Fela Kuti show how genres born in one context can inspire movements worldwide.

Electro-Soul and Future Grooves: A New Frontier

The playlist also highlights the emergence of electro-soul, a genre incorporating electronic production into the traditional soul format. Artists like Flying Lotus and José James push the boundaries of what soul and jazz can sound like in the digital age.

Flying Lotus’s experimental electronic compositions fuse jazz, hip-hop, and IDM (intelligent dance music), creating a sound that feels simultaneously organic and futuristic. Ethnomusicologists would likely observe how his music departs from the analog production methods of early soul and funk, embracing technology as a core element of modern music-making.

Conclusion: A Diverse and Fluid Musical Landscape

“Eclectic Vibes: A Journey Through Funk, Soul, and Beyond” takes listeners through decades and across continents, illustrating how musical traditions are never static but are continually shaped by social, cultural, and technological shifts. For ethnomusicologists, this playlist provides a rich case study of how genres evolve through cultural exchange, experimentation, and adaptation.

Each artist in this playlist represents a unique fusion of influences, whether it’s the Afrobeat rhythms of Fela Kuti, the psychedelic soul of Shuggie Otis, or the electro-jazz explorations of Flying Lotus. The connections between these artists, whether through shared genres or a shared spirit of innovation, demonstrate how music functions as a dynamic, cross-cultural language that transcends boundaries while staying rooted in local traditions.

Course: Introduction to Speech Communication (SPCH 1311)

Lesson Focus: Public Speaking, Overcoming Speech Anxiety, Verbal Communication
Duration: 2 Class Periods (50 minutes each)
Textbook Chapters: Chapter 9: Preparing a Speech, Chapter 10: Delivering a Speech
TEKS for Professional Communication: §130.99. Professional Communication TEKS

• (1) The student demonstrates professional standards/employability skills.
• (2) The student applies oral and written communication skills.
• (3) The student demonstrates effective public speaking and group communication skills.

Objectives:

• Students will learn to recognize and apply strategies for overcoming speech anxiety.
• Students will understand the role of verbal communication in public speaking, including delivery techniques such as tone, pitch, and pace.
• Students will analyze how personal growth can influence public speaking skills.
• Students will demonstrate their ability to prepare and deliver a speech by applying the techniques discussed in the film and textbook.

Materials:

• Film: The King’s Speech (2010)
• Textbook: Communication in the Real World (Chapters 9 & 10)
• Handouts on speech anxiety techniques and public speaking delivery
• TEA TEKS alignment reference sheet

Day 1: Film Screening and Discussion (50 Minutes)

Introduction (10 minutes):

1. Begin with a brief discussion on speech anxiety and verbal communication. Ask students to reflect on personal experiences where they felt nervous about speaking in public.
2. Introduce the film: Explain that The King’s Speech illustrates the journey of King George VI as he overcomes speech anxiety to become a confident public speaker and how the film connects to their textbook readings on speech preparation and delivery.

Film Screening (30 minutes):

1. Play key scenes from The King’s Speech (especially scenes showing speech therapy sessions and his final speech), focusing on how the protagonist learns to control his anxiety and improve his verbal communication.
   • Key Scenes: First therapy session, discussion of fear of speaking, practice exercises, final speech.

Guided Discussion (10 minutes):

1. Ask students to identify moments in the film where King George VI’s anxiety is evident and the techniques used by his speech therapist to overcome it.
2. Lead a discussion on how the film illustrates key concepts from Chapters 9 and 10:
   • What strategies did King George VI use to manage his anxiety?
   • How did his confidence grow, and how did it affect his speech delivery?
   • How do these strategies compare to what is outlined in Chapter 9 about preparing a speech?

Homework:

• Reading: Ask students to review Chapters 9 and 10 of their textbook, focusing on strategies for preparing and delivering speeches.
• Reflection: Have students write a one-page reflection on the film, focusing on a particular technique for overcoming speech anxiety and how it can be applied to their own experience.

Day 2: Applying Concepts and Public Speaking Activity (50 Minutes)

Introduction and Recap (10 minutes):

1. Recap key points from the previous day’s film screening and discussion.
2. Review textbook content from Chapter 9 (Preparing a Speech) and Chapter 10 (Delivering a Speech), focusing on practical strategies for effective public speaking and anxiety management.

Speech Anxiety Techniques Workshop (15 minutes):

1. Distribute handouts on techniques for managing speech anxiety (e.g., deep breathing, visualization, preparation tips).
2. Conduct a brief anxiety-reducing activity such as controlled breathing or visualization.
3. Discuss the importance of preparing both mentally and physically before delivering a speech, tying it to the techniques used by King George VI in the film.

Practice Speeches (20 minutes):

1. Assign a short speech: Have students prepare and deliver a 1-minute impromptu speech on a topic of their choice, incorporating techniques for managing anxiety discussed in the previous lesson and in the film.
   • Criteria: Encourage students to focus on verbal communication techniques such as tone, pitch, and pace, and to apply anxiety management strategies.
2. Peer Feedback: After each speech, peers will provide positive and constructive feedback, focusing on how the speaker overcame anxiety and their use of verbal communication techniques.

Conclusion and Wrap-Up (5 minutes):

1. Summarize the key concepts learned from the film and textbook, focusing on how preparation and delivery are critical to overcoming public speaking challenges.
2. Ask students to reflect on their performance and consider areas for improvement in future public speaking assignments.

Assessment:

• Formative: Reflection on The King’s Speech and how speech anxiety is portrayed and overcome.
• Summative: 1-minute impromptu speech graded on delivery, application of anxiety-reducing techniques, and verbal communication as per the TEKS and textbook guidelines.

TEA TEKS Alignment:

• §130.99(c)(1): Students apply professional standards and demonstrate communication skills in a structured setting (public speaking).
• §130.99(c)(2): Students analyze and use verbal and nonverbal communication in public speaking activities.
• §130.99(c)(3): Students demonstrate preparation and delivery techniques in a public speaking context, focusing on overcoming challenges such as speech anxiety.

References:

• Textbook: Communication in the Real World (Chapters 9 & 10)
• TEA TEKS: §130.99. Professional Communication
• Film: The King’s Speech (2010)

Brisk simplifies the process of creating detailed lesson plans and teaching materials, allowing educators to quickly generate tailored resources like the one above. From structured lessons to interactive activities, Brisk ensures that your content is engaging, aligned with learning objectives, and easy to implement. Enhance your lesson planning with Brisk—automatically create differentiated learning materials in seconds! Sign up using my referral link here and experience the ease of personalized instruction.

As more high school students participate in dual enrollment courses, educators face the challenge of bridging the gap between high school and college-level expectations. Google’s NotebookLM, an AI-powered tool, offers innovative solutions to help teachers create engaging and accessible resources that enhance student learning. With features designed for content creation and academic support, NotebookLM can simplify complex tasks like generating audio podcasts for lesson previews and creating guided notetaking aids to support students’ comprehension of college-level materials.

Lesson Previews through Audio Podcasts

One of the most effective ways to engage dual enrollment students is by offering lesson previews in formats that appeal to them. Using NotebookLM, educators can easily generate content for audio podcasts, which can be used as lesson previews to introduce upcoming topics. Research shows that podcasts as an instructional tool can increase student engagement and retention, particularly when students consume content in flexible formats (Hew, 2009). These audio lessons allow students to preview complex materials before diving into their textbooks, fostering a better understanding of key concepts.

NotebookLM assists educators by organizing lecture notes, identifying main topics, and converting them into concise summaries that can be used as scripts for audio podcasts. This streamlines the process of producing high-quality lesson previews, ensuring that students are better prepared to engage with the material in class.

Guided Notetaking for College-Level Texts

Dual enrollment students often struggle with the increased reading demands of college-level courses. To support comprehension, educators can use NotebookLM to generate guided notetaking templates. Guided notetaking has been shown to improve student performance by helping learners focus on essential information and organize their thoughts while reading challenging material (Boyle & Weishaar, 2001).

Using NotebookLM, teachers can input their college-level textbooks, and the AI will generate tailored note guides that highlight key concepts, questions, and summary points. This approach not only helps students better understand their reading but also teaches them critical study skills that will benefit them throughout their academic careers. Research suggests that structured notetaking improves retention and comprehension, particularly in students transitioning to more rigorous academic environments (Titsworth, 2004).

Supporting High School to College Transitions

As more high school students take on dual enrollment coursework, it’s essential to provide them with the tools needed to succeed in both high school and college. Google’s NotebookLM offers a way to support these students by simplifying lesson delivery and enhancing their study strategies. By incorporating AI-driven tools like NotebookLM, educators can create learning experiences that not only bridge academic gaps but also help students develop critical thinking and self-directed learning skills.

For teachers looking to make their dual enrollment courses more accessible and engaging, NotebookLM’s ability to generate podcasts, guided notes, and summaries provides valuable support. The AI-driven functionality offers both teachers and students the flexibility needed to adapt to the demands of higher education.

References:

• Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 133-141.
• Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333-357.
• Titsworth, B. S. (2004). Students’ notetaking: The effects of teacher immediacy and clarity. Communication Education, 53(4), 305-320.

References:

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when, and how. Routledge.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
• Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.

In the evolving landscape of education, integrating multimedia resources into traditional coursework can provide powerful learning experiences. One way to do this in a communications course is by incorporating Brené Brown’s Atlas of the Heart (Brown, 2021) alongside textbook materials, such as Interplay: The Process of Interpersonal Communication (Adler, Rosenfeld, & Proctor, 2018). This multimedia approach not only deepens students’ understanding of emotions but also enhances their communication competence by linking emotional experiences to core communication theories.

Connecting Emotions to Communication Theories: A Reflective Approach

Students often experience emotions in their daily interactions, but they may not always reflect on how these emotions impact their communication. By engaging with the emotions discussed in Atlas of the Heart, students can gain a more nuanced understanding of interpersonal communication theories, such as those explored in Chapter 9: Emotions of Interplay (Adler et al., 2018).

For example, one way to foster this reflection is by having students write about how vulnerability affects communication. Vulnerability is central to emotional expression and connection, which ties directly to the concepts of self-disclosure and emotional intelligence discussed in Interplay (Adler et al., 2018). By reflecting on vulnerability, students can explore the tension between openness and the fear of rejection, gaining insight into how these feelings influence their interactions with others (Brown, 2021).

Class Discussions: Exploring the Emotional Side of Communication

Using Atlas of the Heart as a springboard for class discussions offers a dynamic way to explore the emotional components of communication. Episodes or excerpts from the series can serve as powerful tools to introduce students to the complex relationship between emotions and communication theories like perception and cultural differences.

For instance, an episode focused on the emotion of belonging (Brown, 2021) could open up discussions about how different cultural perceptions shape communication in group settings. Students could compare their personal experiences with concepts from Chapter 3: Perception and Chapter 5: Culture of Interplay (Adler et al., 2018), analyzing how emotions affect intercultural interactions and communication patterns.

Interactive Activities to Deepen Understanding

Interactive activities are essential for applying theoretical concepts to real-life situations. One engaging activity is having students conduct case studies based on characters or scenarios from Atlas of the Heart (Brown, 2021). These case studies can be analyzed through the lens of communication concepts such as perception, culture, or conflict management—key ideas covered in Interplay’s Chapters 3, 5, and 12 (Adler et al., 2018).

For example, students might analyze a scenario where a character experiences shame, and then connect that to theories about self-concept and identity management (Adler et al., 2018). By making these connections, students will better understand how internal emotional experiences influence external communication behaviors, especially in moments of conflict or cultural misunderstanding.

Conclusion

Recap: Integrating Atlas of the Heart into a communication course offers students a valuable opportunity to connect emotions with interpersonal communication theories from Interplay (Adler et al., 2018). This multimedia approach not only deepens their understanding of key concepts like vulnerability, shame, and belonging (Brown, 2021), but also allows them to apply these insights to their real-world communication experiences. Ultimately, this enhances their ability to navigate the complex emotional landscape of personal and professional relationships.

Call to Action: I encourage educators to adopt multimedia tools like Atlas of the Heart to bridge communication theory with the emotional realities students face in their daily lives. By doing so, we can help students become more emotionally intelligent and communicatively competent, preparing them for success in both interpersonal and professional contexts.

Additional Elements

Visuals: Consider including visuals or clips from Atlas of the Heart alongside textbook content from Interplay to engage students visually and reinforce key concepts. Using multimedia alongside academic material can help students make deeper connections between theoretical ideas and their emotional experiences.

Reflection Questions:

1. “How do emotions like shame or belonging impact the way we communicate?”
2. “How can understanding our own emotional triggers improve our interpersonal relationships?”
3. “What role does storytelling play in enhancing our comprehension of communication theories?”

Encouraging students to reflect on these questions will help them think critically about how emotions influence their communication and relationships.

References:

• Adler, R. B., Rosenfeld, L. B., & Proctor, R. F. (2018). Interplay: The process of interpersonal communication (14th ed.). Oxford University Press.
• Brown, B. (2021). Atlas of the heart: Mapping meaningful connection and the language of human experience. Random House.

In my Audio Video Production and Professional Communication courses, project-based learning is critical for student success. With Class Companion, I can easily create and manage project-based assessments that align with course objectives and provide a real-world context for learning.

Project-based learning helps students develop problem-solving skills and encourages active engagement with the content (Blumenfeld et al., 1991). Class Companion’s project management features allow me to assign, track, and assess student projects, ensuring that every student has the tools and resources they need to succeed. Whether my students are working on video production or preparing professional presentations, Class Companion keeps them organized and on track.

For educators looking to incorporate project-based learning into their classrooms, Class Companion offers the structure and support you need. 

Use my referral code here to explore how it can transform your project-based instruction.

References:

• Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.