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.

Sometimes, rubrics need restructuring to match new learning objectives or adapt to unique assignments. Brisk makes it easy to adjust existing rubrics without starting from scratch, saving time and ensuring adaptability.

How Brisk Aids in Restructuring:

• Easy Reordering of Criteria: Brisk’s interface allows educators to move, add, or remove criteria as needed. If an assignment evolves, like shifting from written responses to multimedia presentations, the rubric can be easily adapted.
• Adjustable Weighting: Brisk enables educators to assign varying weights to rubric components based on importance, prioritizing specific skills or knowledge areas for different assignments.
• Focus on Skill-Specific Feedback: By restructuring rubrics with Brisk, educators can emphasize particular skills, such as “Critical Thinking” in writing assignments or “Technical Proficiency” in audio-visual projects.

Using Brisk to restructure rubrics allows for dynamic, flexible assessment that aligns with evolving course goals and project requirements, making evaluation a more responsive tool for student success.

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Enhancing rubrics with detailed descriptors helps students understand where they excel and where they need improvement. Brisk provides educators with tools to enrich rubrics and make feedback more impactful.

How Brisk Enhances Rubrics:

• In-Depth Descriptors: Brisk’s rubric enhancement tools allow teachers to add descriptive details to each criterion. For example, in a public speaking rubric, “Eye Contact” can be described in levels like “Maintains consistent eye contact throughout” or “Occasionally looks away.”
• Specific Examples: Including examples within rubric descriptors can provide clarity. Brisk helps integrate relevant examples, so students know what behaviors or qualities are expected at each level.
• Consistency and Objectivity: With Brisk, teachers can apply consistent standards across different sections or classrooms, ensuring fair assessment.

With Brisk-enhanced rubrics, students gain a clearer picture of their performance, making assessments more valuable to their learning process.

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In our Instructional Practices class, students are diving into foundational learning theories to better understand the philosophy behind effective teaching. We’re working through Chapter 1, Section 1 of Learning Theories Simplified by Bob Bates, focusing on nine classical learning theories ranging from Socrates’ emphasis on reflection to Freire’s concept of critical consciousness. This assignment encourages students to explore how great thinkers have shaped educational approaches, while also making connections to modern teaching practices.

Assignment Breakdown and Objectives

The assignment is designed to help students become familiar with classical learning theories and apply them to real classroom scenarios. Here’s how it’s structured:

1. Theory Selection and Research: Students select one theory, such as Dewey’s Pragmatism or Aristotle’s Self-Fulfilling Prophecy, and conduct in-depth research on the concepts, historical context, and applications of their chosen theory. This week-long research phase allows students to build a thorough understanding of key philosophical ideas in education.
2. Peer Teaching Presentations: Each student prepares a presentation to teach their chosen theory to the class. These presentations are interactive and include an overview of the theory, real-world applications, and a brief discussion or activity. This peer teaching aspect builds public speaking skills and fosters a collaborative learning environment where students can engage with diverse perspectives on education.
3. Theory-Based Lesson Plan Creation: Students create a mini-lesson plan incorporating their selected theory, complete with Texas Essential Knowledge and Skills (TEKS) alignment, learning objectives, and an activity grounded in theoretical principles. This element reinforces the importance of aligning instructional design with pedagogical philosophy.

How We’re Applying These Theories in Class

To bring these theories to life, the class structure includes a mix of direct instruction, storytelling, and reflective discussions. Each day, students check in to share their progress, ask questions, and collaborate on ideas. This consistent feedback loop enables students to connect their research with practical classroom experiences.

As a core part of the course, students complete two weekly classroom observations, followed by reflective journaling. These observations are key to understanding the dynamics of classroom instruction and identifying examples of how these classical theories are applied in real time.

Why This Assignment Matters

Studying classical learning theories in depth helps students develop a critical understanding of educational philosophy, a skill essential for future educators. By blending historical insights with practical application, students can see how abstract ideas like Socrates’ method of questioning or Dewey’s focus on experience play a tangible role in shaping modern classrooms.

This assignment not only promotes a deeper appreciation for the field of education but also cultivates essential skills in research, lesson planning, and peer instruction.

Assessing student reflections requires a focus on both the content of the reflection and the depth of thought, while recognizing that reflection is inherently subjective. Here are some key ways to effectively assess student reflections:

1. Use a Rubric Focused on Depth and Relevance

A rubric provides clear criteria for evaluating student reflections. Here are some elements that can be included in a reflection rubric:

• Insightfulness and Depth of Analysis: Look for evidence that students are critically analyzing their experiences, connecting them to learning theories or specific goals, and demonstrating a deeper understanding of the material.
• Specific Examples and Details: High-quality reflections often include concrete examples from classroom observations or personal experiences, helping to ground their thoughts in real-world context.
• Connection to Theory or Learning Goals: Assess how well students connect their reflections to relevant theories, learning outcomes, or educational practices discussed in class.
• Clarity and Coherence: Reflections should be well-organized and clearly express the student’s thoughts and insights.

2. Provide Reflective Prompts for Guidance

Prompting students with specific questions can help them dig deeper. For example, you might ask:

• “What surprised you most about the classroom experience, and why?”
• “How does this observation connect to [specific learning theory]?”
• “What would you do differently if you were the teacher in this situation?”

Using these prompts as part of the rubric can guide students and standardize responses.

3. Focus on Growth Over Time

Reflections are tools for growth, so track how students’ reflections deepen over time. Look for changes in how they analyze situations, connect experiences to theory, and self-assess.

4. Encourage Self-Assessment and Peer Feedback

Including self-assessment or peer feedback as part of the reflective process can be a powerful way to encourage students to assess their own growth. You can have students review their earlier reflections to assess progress, or use peer reviews for additional insights.

5. Provide Constructive, Narrative Feedback

Instead of only assigning a score, offer narrative feedback on student reflections. Highlight where the student showed deep insight, asked valuable questions, or made strong connections to theory, and offer suggestions for how they might reflect more deeply in future assignments.

By assessing reflections with these strategies, you create a supportive framework that values personal insight and encourages critical thinking, guiding students toward more thoughtful and meaningful self-assessment.

Creating an effective rubric is crucial for transparent, consistent, and fair student assessment. Brisk offers educators an efficient way to design rubrics that provide clear expectations for student performance, aligning with specific learning objectives.

How Brisk Helps:

• Template Customization: Brisk allows teachers to select from a variety of pre-built rubric templates. You can modify these to suit different assignments, such as evaluating interviews or public speaking skills.
• Criteria Development: Teachers can specify learning criteria for each rubric. For example, for an interview assignment, you could assess students on criteria like “Professionalism,” “Question Response Quality,” and “Body Language.”
• Performance Level Descriptions: Brisk simplifies the process of writing specific descriptions for each performance level (e.g., Excellent, Satisfactory, Needs Improvement). This helps students understand the expectations clearly.

Brisk saves valuable time by providing a structured framework for building effective rubrics, enabling teachers to focus more on student growth.

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In my COMM 1311: Introduction to Speech Communication course, students don’t just learn how to speak—they learn how to listen, think critically, and refine their ideas through meaningful feedback. Recently, I led a multi-phase lesson centered around developing and strengthening persuasive speech outlines. To guide the process, I used two customized tools: the Pre-Peer Review Discussion Guide and the Persuasive Speech Outline Peer Review Workshop form.

This blog post outlines how these resources helped students in COMM 1311 improve their speech structure, deepen their arguments, and build collaborative communication skills—all while aligning with key course outcomes and TEKS for Professional Communications.

🧭 Planning the Lesson: Scaffolding the Persuasive Process

The lesson unfolded in three main phases:

1. Outline Refinement

2. Peer Collaboration and Feedback

3. Revision and Reflection

Students began by revisiting their persuasive speech outlines—originally built using Monroe’s Motivated Sequence or a problem-solution format. Their goal: improve clarity, coherence, and evidence use. I asked students to focus on refining:

• Thesis statements

• Logical organization

• Counterarguments and refutations

• Quality and diversity of sources (aiming for five unique ones)

To support peer exchange, I provided a structured review process through two resources.

💬 Phase 1: Framing the Conversation with the Pre-Peer Review Discussion Guide

Before reviewing each other’s outlines, students used the Pre-Peer Review Discussion Guide to spark meaningful dialogue. This step helped students articulate their persuasive goals, identify areas where they wanted help, and reflect on the audience’s role in their speech.

Key questions included:

• “What’s your topic and what side are you taking?”

• “What part are you unsure about or still working on?”

• “Do you want more help with structure, clarity, evidence, or something else?”

This created a sense of ownership over the feedback process, especially for students who needed scaffolding to engage in critique confidently. It also laid the groundwork for a feedback-rich classroom culture.

✍️ Phase 2: Deepening the Draft with the Peer Review Workshop

Once discussion was underway, students transitioned to the Persuasive Speech Outline Peer Review Workshop form (a revised version of our original speech performance rubric). This version was redesigned to focus solely on evaluating written outlines—not delivery.

Reviewers focused on:

• Clarity and strength of the introduction and thesis

• Logical organization of main points

• Integration of credible sources

• Inclusion of counterarguments and refutations

• Effectiveness of transitions and conclusion

Students were asked to identify two strengths and two improvement areas, then return the form to their peer for discussion. These conversations promoted critical thinking, clarified intent, and gave students fresh perspectives on argument structure.

🔁 Phase 3: Reflection and Revision

After receiving feedback, each student identified three specific improvements they would make to their outline. These were documented directly in Google Classroom, reinforcing accountability and providing a clear revision roadmap.

Some sample improvements included:

• “Rewriting my second main point to avoid overlap with the first”

• “Adding a personal story to strengthen emotional appeal”

• “Replacing two weak sources with peer-reviewed articles”

By closing the loop between feedback and revision, this process helped students see revision not as correction—but as growth.

🎓 Learning Outcomes: Alignment and Impact

This lesson supported several COMM 1311 objectives:

• Understanding audience analysis and adaptation

• Applying reasoning and evidence to build persuasive arguments

• Practicing collaborative communication and active listening

It also aligned with TEKS 130.113, particularly:

• (7) Delivering structured messages

• (8) Adapting for different audiences

• (9) Evaluating messages for clarity and logic

🧠 Why This Model Worked

Students were:

✅ Engaged in meaningful dialogue

✅ Given scaffolded feedback tools

✅ Encouraged to revise intentionally

✅ Able to connect classroom theory to real-world persuasive practices

Rather than treating peer review as a checkbox activity, this approach positioned it as a critical thinking and communication skill in itself—exactly what COMM 1311 aims to cultivate.

📌 Tips for Educators

If you’re teaching introductory speech or communication courses:

• Use a structured guide before peer review to promote purposeful conversations.

• Simplify evaluation rubrics to focus on one skill at a time—in this case, argument development.

• Make reflection part of the assignment, not an afterthought.

These small shifts can lead to big gains in how students approach persuasive communication.

🔄 Looking Ahead

This experience reinforced my belief that feedback is a form of communication—and one of the most important skills we can teach in COMM 1311. As we move toward final speech presentations, I’ve already seen stronger organization, clearer arguments, and more confident students.

And that’s what this course is all about: helping students use communication to inform, influence, and inspire.

In my Interpersonal Communication course, guided notes play an essential role in helping students follow along with lectures and discussions. With Diffit, I can create customized guided notes that emphasize the most critical aspects of the course, such as conflict resolution or active listening.

Research shows that guided notes improve student engagement and comprehension, particularly for complex topics (Boyle & Weishaar, 2001). By using Diffit, I can quickly generate notes that guide students through key concepts while allowing them space to apply their learning through class discussions and activities. These notes can be distributed digitally or printed for in-class use, providing flexibility for different learning environments.

Diffit has simplified my lesson planning, allowing me to focus more on student interaction and less on material preparation. Enhance your lesson planning with Diffit—automatically create differentiated learning materials in seconds! Sign up using my referral link here and experience the ease of personalized instruction.

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.

Vocabulary plays a critical role in understanding course material in my Introduction to Speech Communication and Interpersonal Communication courses. Using Diffit, I can generate vocabulary activities that help students learn essential communication terms while reinforcing their practical applications.

Vocabulary acquisition is crucial for academic success, and research has shown that differentiated vocabulary activities enhance student retention and understanding (Graves, 2006). With Diffit, I can quickly create activities that are tailored to the varying proficiency levels in my dual enrollment classes. These activities help students engage with the material more effectively, whether they are learning about rhetorical strategies or interpersonal dynamics. Students can complete the activities digitally or use printed copies, depending on their preferences and learning needs.

Diffit’s versatility in creating differentiated materials has allowed me to better support my students’ vocabulary development. Enhance your lesson planning with Diffit—automatically create differentiated learning materials in seconds! Sign up using my referral link here and experience the ease of personalized instruction.

References:

• Graves, M. F. (2006). The vocabulary book: Learning and instruction. Teachers College Press.

In today’s digital classroom, educators have a wealth of tools at their fingertips that can help transform simple ideas into engaging learning materials. One exciting approach is using AI tools like ChatGPT and ElevenLabs to create stories from personal experiences and events, complete with visual and audio elements. In this post, I’ll walk you through how I used these AI tools to develop a kid-friendly story, complete with visuals and narration, and how easy it is to integrate these into platforms like Canva to create an animated video.

This process not only demonstrates the power of AI in education, but also highlights how simple it is to use these AI storytelling tools to create engaging content for students. Let’s dive into the steps:

1. Story Concept and Outline

Goal: Develop a whimsical, kid-friendly story based on quirky neighborhood characters.

My Input: I provided ChatGPT with a list of personal memories and unique neighborhood events like “The Pig House,” “Flamethrower Incident,” and “The Dancing Man.”

Action: ChatGPT, one of the best AI-generated storytelling tools, transformed my list into a cohesive story by creating chapter titles and summaries based on these quirky events. Each chapter highlighted a fun character or event from my neighborhood, setting the tone for a whimsical tale that would capture the imagination of young readers.

2. Story Adaptation for Kids

Goal: Turn the outline into a cohesive story suitable for a children’s book or animated show.

My Input: I requested that ChatGPT adapt these events into a short story written in the playful, simple style of a children’s cartoon.

Action: ChatGPT crafted a narrative that introduced each character and event in a kid-friendly way, making it perfect for students. The story was not only entertaining but also illustrated the power of AI-generated stories for kids. It kept the language light, with fun themes like community and uniqueness, making it engaging and educational for young readers.

3. Image Creation for Visuals

Goal: Create AI-generated cartoon-style images to illustrate key scenes in the story.

My Input: I used Leonardo.ai (another fantastic AI tool for visuals) to generate images based on prompts crafted with the help of ChatGPT. I described specific scenes like “The Dancing Man twirling in the park” and “The Pig House with colorful flowers.”

Action: ChatGPT helped me generate detailed prompts for Leonardo.ai, ensuring the visuals matched the story’s whimsical style. These AI-generated visuals were essential for illustrating the key moments, helping bring the story to life in a vibrant, animated style. Such AI visuals can be a game-changer when creating multimedia storytelling in education.

4. Script for Audio Narration

Goal: Convert the written story into a script that could be used for audio narration.

My Input: I wanted to create an engaging audio version of the story using ElevenLabs’ text-to-speech feature, so I asked ChatGPT to break the story into a script with clear narration cues.

Action: ChatGPT simplified the narrative into a series of scenes that were easy to follow in an audio format, making it perfect for storytelling. The script was designed to keep listeners engaged, with clear directions for tone and pacing. This use of text-to-speech for kids’ stories not only made the narrative more engaging but also demonstrated the flexibility of AI-generated audio narration.

5. Final Adjustments and Revisions

Goal: Finalize the script, ensuring it flows smoothly and matches the desired style.

My Input: After reviewing the script and visuals, I requested minor adjustments to ensure the tone stayed cheerful and engaging.

Action: Based on my feedback, ChatGPT revised the script to ensure it aligned with the visuals and created a cohesive flow for narration. By incorporating the visuals and narration, the story was now ready for multimedia production, which is key for creating engaging stories with AI.

6. Ready for Audio Production

Goal: The script is now ready for audio production using ElevenLabs.io.

I used ElevenLabs’ AI-generated voiceovers to bring the narration to life. The platform’s customizable text-to-speech feature allowed me to match the narrator’s voice to the playful tone of the story, creating an engaging experience for young listeners.

7. Combining Visuals and Audio in Canva

Once the visuals and audio were ready, I used Canva to create a video of the story. Canva’s intuitive interface made it easy to upload the AI-generated visuals and sync them with the audio narration from ElevenLabs. With simple drag-and-drop features, I could add animations, transitions, and text, bringing the story to life in a dynamic way.

This combination of AI storytelling tools—ChatGPT for the narrative, ElevenLabs for audio, and Canva for visuals—resulted in a highly engaging, kid-friendly story that could be used as a learning tool in classrooms. Canva’s multimedia features made the whole process smooth, allowing me to easily create a video that students would enjoy and learn from.

Why Use AI Tools in the Classroom?

Using AI in education can transform how teachers create and deliver content. Tools like ChatGPT, ElevenLabs, and Canva offer educators a way to personalize learning materials, making them more engaging and interactive. By combining AI-generated stories, visuals, and audio, educators can create lessons that captivate students while also meeting educational goals. Whether it’s for storytelling, lesson planning, or developing interactive resources, AI tools like these provide endless possibilities.

This step-by-step process highlights just how easy it is to create personalized, multimedia stories using AI tools. With just a few platforms, teachers can transform simple ideas into captivating learning experiences for their students.