Minute Thirty Speeches (1:30). What worked and what didn't?

Help me out here. I never did 1:30 speeches as we did. Help me teach better with thoughtful feedback.
Name: 


A red asterisk (*) indicates required questions.

  1. The first question is, did you find doing minute-thirty speeches better than writing an essay? What exactly is better or not? *
     
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    Essays are Better  Minute Thirty Speeches are Better


  1. The first question is, did you find doing minute-thirty speeches better than writing an essay? What exactly is better or not?

    Be specific, please. *


  1. Some people might look at our class and say, that was a complete waste, students taking multiple attempts at the speech.

    Critics might say, don't count that as a formal assessment. It's too easy.

    Do you agree? Why/why not?

    If you liked the strategy of redo, what makes it a legitimate assessment for learning?

    If you think it's bogus--which is fine this I your opinion--give me your view. *
     
      1 2 3 4 5 6  
    Redoing is a horrible idea  Redoing is a legitimate way to assess if someone learned something.


  1. Some people might look at our class and say, that was a complete waste, students taking multiple attempts at the speech.

    Critics might say, don't count that as a formal assessment. It's too easy.

    Do you agree? Why/why not?

    If you liked the strategy of redo, what makes it a legitimate assessment for learning?

    If you think it's bogus--which is fine this I your opinion--give me your view. *


  1. So, the last thing I want to do is make someone feel uncomfortable during a presentation. Perhaps giving grades--saying them out loud--and critiquing performances in front of the class could stifle the class, the learning, even your learning, unnerve you.

    So, was saying the grade out loud and giving constructive criticism not productive? (My goal was to do things quickly so as many people could speak, perhaps more than once. Do you get why I did it?)*
     
      1 2 3 4 5 6  
    Giving grades and commenting was unnerving and not helpful  Giving grades and commenting was manageable and helpful


  1. So, the last thing I want to do is make someone feel uncomfortable during a presentation. Perhaps giving grades--saying them out loud--and critiquing performances in front of the class could stifle the class, the learning, even your learning, unnerve you.

    So, was saying the grade out loud and giving constructive criticism not productive? (My goal was to do things quickly so as many people could speak, perhaps more than once. Do you get why I did it?) *