Group Project Work – develop outline. Assigned Readings/ Read Chapters ___________ Zaptan Leadership Behavior Spiritual Aspects of Communication – I kin Niwakan (what comes out of your mouth is sacred), Wicoiye Wowahanziya (overpowering influence of words) Group Project – outline due/Presentation in class Education Communication Assignment: Choose one of the topics below and interview an educational institution official (OLC, school, Headstart), teacher, ONEC board member or community member: What are some communication gaps that between educational institutions and tribal government and between educational institutions and the community? How can communication be improved between the educational institution and the Oglala Sioux Tribal Government and between educational institutions and the community? What are some strategies that can be put in place so that Lakota language and cultural education can be strengthened within the educational system? up the interview and draft a 3 page paper on the results. Assigned Readings/ Read Chapters _________ Sakpe Leadership Skills Present interview results in Discussion on interview results – facilitated by student. Education Communication Continued
Role play – School meeting with parent and student on violence in classroom Project Work Guest Speaker – Treaty Issues and Traditional Forms of Communication Discussion – facilitated by student. Project Work Assigned Reading/ Read Chapters _________ Sakowin Motivation, Satisfaction, and Performance Group Project Work Discussion of Assigned Reading – facilitated by student Effective Communication and Facilitation Skills II Role play – Organizational meeting staff about impact of absenteeism, tardiness and lack of follow through on organization productivity. Guest Speakers – Tribal Government Communication Discussion – facilitated by student Group Project Work Saglogan Leadership and Change Final Exam – Group Project Presentation. Each student will have a speaking role in the presentation; will introduce self formally according to Lakota Protocol. Extra points for presenting in Lakota (include English translation). Final Presentation must be in written format with each student listed as author and references using APA style
2 Introduction (organization) The introduction is inviting, states the main topic (objective, or purpose) and previews the structure of the paper. The introduction clearly states the main (objective, or purpose) and previews the structure of the paper, but is not particularly inviting to the reader. The introduction states the main topic(objective, or purpose), but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic (objective, or purpose) or structure of the paper. 3 Body (Content) Elaboration consists of specific, developed details. Elaboration consists of some specific details. Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion. Elaboration is sparse; almost no details. 4 Literature (content) Sources are related to and supportive of the topic/subject. Sources have minor weaknesses in relatedness to and/or support of the topic/subject. Sources have major weaknesses in relatedness to and/or support of the 5topic/subject. An attempt has been made to add sources and or support information, but it was unrelated or confusing. 5 Sources (content) All sources used are credible and cited correctly using APA style writing. All sources used are credible and most are cited correctly. using APA style writing Most sources used are credible and cited correctly. using APA style writing Many sources used are less than credible (suspect) and/or are not cited correctly. using APA style writing 6 Mechanics of writing (conventions) Exhibits Outstanding control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling. Writer makes 1-5 errors in grammar or spelling Exhibits good control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling. Exhibits reasonable control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, Exhibits minimal control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling. Writer makes more than 10 errors in
that distract the reader from the content. Writer makes 5-8 errors in grammar or spelling that distract the reader from the content. punctuation, and spelling. Writer makes errors in grammar or spelling that distract the reader from the content. grammar or spelling that distract the reader from the content. 7 Organization (organization) Organization is a logical progression of ideas/events and is unified and complete. There is a logical progression of ideas/events and is reasonably complete, although minor lapses may be present. One or more major lapses in the logical progression of ideas/events is evident. are presented in a random fashion. 8 Maintains focus. Maintains focus on topic/subject throughout response. May exhibit minor lapses in focus on topic/subject. May lose or may exhibit major lapses in focus on topic/subject. May fail to establish focus on topic/subject. 9 Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between are unclear or nonexistent. 10 Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is “getting at.” The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends. Total 40 30 20 10 Exemplary = 35-40 Good = 25-30 Acceptable= 15-20 Unacceptable = 0-10
Appendix B Oglala Lakota College Graduate Studies Department Oral Presentation Rubric: __________________________ Instructor Name: ___________________________________ Student Name: ________________________________________ CATEGORY 4 3 2 1 1 Wotakuye (kinship) Exemplary in modeling kinship and Lakota protocol within the presentation. Good in modeling kinship and Lakota protocol within the presentation Acceptable in modeling kinship and Lakota protocol within the presentation Unacceptable in modeling kinship and Lakota protocol within the presentation
2 Lakota Disposition Exemplary demonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues Good demonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues Acceptable demonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues unacceptable demonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues 3 Lakota Language use Use of the Lakota language in their introduction of themselves ,during their presentation and answers 2 questions in Lakota language. Use of the Lakota language in introduction of themselves with 1- 3 Lakota words during their presentation and answers 1 questions using Lakota Language Use of the Lakota language in their introduction of themselves with no attempt during their presentation and makes an attempt to answer questions in the Lakota Language Does not use of the Lakota language in their introduction of themselves ,during their presentation With no attempts to answer questions in Lakota Language. 4 Context Appropriate Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience. 5 Content Shows a full understanding of the topic. Integrates Lakota concepts throughout Shows a good understanding of the topic. Integrates Lakota 2-3 concepts within topic Shows a good understanding of parts of the topic. Integrates 1 Lakota concepts in Does not seem to understand the topic very well. Does not Integrate Lakota concepts in topic 6 Stays on Topic on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. 7 Time-Limit Presentation is minutes long. Presentation is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes.
8 Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members. 9 Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions by classmates about the topic. 10 Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. 11 Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in being presented. 12 peer evaluation Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation but scoring appears to be biased. Total scores 42 36 24 12 Exemplary = 39-42 Good = 30-36 Acceptable= 18-24 Unacceptable = 0-12