Spicing up 4-H teen public speaking can be accomplished through multiple intelligences (MI) approaches. Innovative introductions, visual imagery, and metaphor used with an MI lens strengthened Speak-Up programs for 4-H Ambassadors. The metaphor of chili peppers enabled youth to focus on five major speech components: the aroma (title), hot spice (opening), hot sauce (central idea), meat and potatoes (body), and then adding more hot sauce (conclusion). The pepper theme was built into the entire program (growing, cooking, cleaning, decorating, cultural aspects, history, etc.). MI enabled teens to make new friends, gain confidence, learn leadership, and overcome fears in public presentations

Cheldelin, Kati

Laughlin, Kevin

Peutz, Joey

English

Clemson University: TigerPrints

The Journal of Extension Volume 43 Number 2 Article 25 4-1-2005 Spicing up 4-H Teen Public Speaking with Multiple Intelligence Approaches Kevin Laughlin University of Idaho, laughlin@uidaho.edu Joey Peutz University of Idaho, jpeutz@uidaho.edu Kati Cheldelin University of Idaho, kcheldelin@aol.com This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Laughlin, K., Peutz, J., & Cheldelin, K. (2005). Spicing up 4-H Teen Public Speaking with Multiple Intelligence Approaches. The Journal of Extension, 43(2), Article 25. https://tigerprints.clemson.edu/joe/vol43/iss2/25 This Tools of the Trade is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. 	 JOEHOME JOURNAL GUIDELINES ABOUT	JOE CONTACT NATIONAL	JOB	BANKCurrent	Issues Back	IssuesApril	2005	//	Volume	43	//	Number	2	//	Tools	of	the	Trade	//	2TOT2Spicing	up	4-H	Teen	Public	Speaking	with	Multiple	IntelligenceApproachesAbstractSpicing	up	4-H	teen	public	speaking	can	be	accomplished	through	multiple	intelligences	(MI)approaches.	Innovative	introductions,	visual	imagery,	and	metaphor	used	with	an	MI	lensstrengthened	Speak-Up	programs	for	4-H	Ambassadors.	The	metaphor	of	chili	peppers	enabledyouth	to	focus	on	five	major	speech	components:	the	aroma	(title),	hot	spice	(opening),	hotsauce	(central	idea),	meat	and	potatoes	(body),	and	then	adding	more	hot	sauce	(conclusion).The	pepper	theme	was	built	into	the	entire	program	(growing,	cooking,	cleaning,	decorating,cultural	aspects,	history,	etc.).	MI	enabled	teens	to	make	new	friends,	gain	confidence,	learnleadership,	and	overcome	fears	in	public	presentations.	4-H	Ambassadors	and	Teen	Leaders	Speak-UpChili	peppers,	their	aroma,	and	the	culture	surrounding	their	use,	formed	a	template	for	spicing	up,"SPEAK-UP,"	public	speeches	and	presentations	by	teens	who	attended	an	Idaho	4-H	AmbassadorsTraining.	This	youth	development	opportunity	was	distinctive	in	its	incorporation	of	HowardGardner's	(1999,	1993)	multiple	intelligence	(MI)	theory	with	a	fun	chili	pepper,	hot	spice	theme.One	of	the	most	remarkable	features	of	MI	theory	is	how	it	provides	eight	different	pathways	tolearning.	Latin	music,	dance,	and	song	were	features	of	this	program.	Multiple	intelligenceteaching	approaches	strengthened	this	"SPEAK-UP"	program	in	Idaho.Sparking	interest	in	and	strengthening	public	speaking	skills	is	a	goal	of	the	Idaho	4-H	Ambassadorprogram.	SPEAK-UP	programs	motivate	teens	to	express	themselves	in	dynamic	ways	and	increasetheir	confidence	so	that	they	overcome	fears	and	are	more	willing	to	speak	before	groups.For	18	years,	Idaho	4-H	has	conducted	statewide	4-H	Ambassador	training	for	youth	near	Donnelly,Idaho.	In	November	2001	the	public	speaking	component	of	the	Ambassador	program	was	spicedup	through	the	integration	of	multiple	intelligence	concepts	with	beginning	and	advancedAmbassadors	ages	13	-	19.	Teens	exhibited	such	a	high	level	of	satisfaction	with	the	"Chili	Pepper"workshops	that	presenters	were	requested	to	repeat	the	program	at	the	Western	Regional	4-HTeen	Leadership	Retreat	in	January	of	2002.	Extension	professionals	and	adult	chaperones	alsoenhanced	their	public	speaking	skills	as	a	result	of	the	program.Kevin	Laughlin	Extension	EducatorBoise,	Idaholaughlin@uidaho.eduJoey	Peutz	Extension	EducatorCaldwell,	Idahojoeyp@uidaho.eduKati	Cheldelin	Extension	Educator,	EmeritusCaldwell,	Idahokcheldelin@aol.comUniversity	of	IdahoChili	Peppers	as	Metaphor	for	Five	Speech	ComponentsChili	peppers	were	the	metaphor	used	to	enhance	public	speaking.	Youth	focused	on	five	majorspeech	components:	the	aroma	(title),	hot	spice	(opening),	hot	sauce	(central	idea),	meat	andpotatoes	(body),	and	then	adding	more	hot	sauce	(conclusion).	The	pepper	theme	was	built	intothe	entire	program	(growing,	cooking,	cleaning,	decorating,	cultural	aspects,	history,	etc.).	Multipleintelligences	were	used	in	planning	the	program,	and	4-H	Ambassadors	were	introduced	to	theconcept	through	this	workshop.To	better	understand	MI	and	its	integration	into	public	speaking,	teens	divided	into	multiple	groupsof	10	(standing,	sitting,	and	laying	on	the	ground)	and	read	together	"Bugs"	by	Margaret	WiseBrown.	They	loved	this	activity,	requesting	several	times	to	"do	it	again,"	using	a	variation	ofSPEAK-UP	delivery	techniques	and	methods.In	keeping	with	the	pepper	theme,	teens	verbalized	the	hows	and	whys	of	the	tongue	twister"Peter	Piper	picked	a	peck	of	pickled	peppers"	musically,	linguistically,	and	bodily-kinesthetically.Naturalistic,	kinesthetic,	and	linguistic	activities	were	then	used	to	reinforce	the	concepts	of	pitch,expression,	volume,	and	cadence.	These	incorporations	of	Gardener's	(1999,	1993)	MI	theory	intopublic	speaking	had	a	tremendous	impact	on	the	Idaho	4-H	Ambassadors.Multiple	Intelligences	Use	Enhances	LearningGardener	suggests	that	intelligence	has	more	to	do	with	the	capacity	for	(1)	solving	problems	and(2)	fashioning	products	in	a	context-rich	and	naturalistic	setting.	He	describes	the	eightintelligences	(spatial,	logical-mathematical,	interpersonal,	intrapersonal,	musical,	bodily-kinesthetic,	linguistic,	and	naturalist)	that	relate	to	learning	and	educational	practice.	Individualswho	incorporate	multiple	intelligences	in	their	teaching	and	learning	practice	are	more	effective	inknowledge	transfer	(Silver,	Strong,	&	Perini,	2000).Educators	can	learn	to	apply	MI	theory	to	today's	learners	(Bruetsch,	1998).	Application	of	thistheory	enhances	team	building,	assessment,	productivity,	and	knowledge	gain	among	all	ages	oflearners	(Lazear,	1998;	Armstrong,	2000).	Research	suggests	that	the	actualization	of	MI	byteachers,	Extension	educators,	4-H	professionals,	and	trainers	will	enhance	learning	and	behaviorchange	among	all	learners	(Laughlin,	2001).	MI	links,	bridges,	and	connects	the	dots	fromawareness	to	actualization	of	learning	in	Extension	practice.	Idaho	Extension	educators	foundusing	MI	applications	with	teens	"spiced	up"	learning,	engagement,	understanding,	and	fun!Gardner	suggests	that	we	should	place	equal	attention	on	individuals	who	show	gifts	of	all	eightintelligences.	During	SPEAK-UP,	spatial	learners	were	exposed	to	several	varieties	of	dried	Chilipeppers	in	baskets	that	could	be	incorporated	into	the	pepper	framework.	Costumes,	tabledecorations	(napkins,	tablecloths,	etc.),	and	posters	of	peppers	were	used	to	emphasize	thepepper	theme.Bodily-kinesthetic	learners	were	stimulated	using	projection	activities,	tasting	"pepper"	jellybeans,and	practicing	speeches	in	pairs	and	small	groups.	The	support	materials	were	presented	in	alogical-mathematical	framework	as	a	set	of	flip	cards	and	in	a	"speech	delivery	tip	outline"handout.Interpersonal	dialogue	was	cultivated	during	closed-armed	and	open-armed	posture	activities,	inpairs,	group	work,	and	in	presenting	speeches.	Participants	reflected	intrapersonally	throughwriting	their	speeches.	Naturalistic	environments	were	used	to	reinforce	speech	concepts	asgroup-reading	events	took	place	inside	and	outside	of	program	facilities.Lessons	were	planned	using	the	Multiple	Intelligences	Lesson	Plan	Book	by	Anne	Breutsche.SPEAK-UP	approaches	were	sequenced	as	individual	and	small	group	tasks	in	a	safe	environment.Four	(Fun!	Ethics!	Self-responsibility!	Self-discipline!)	entertaining	activities	based	in	multipleintelligences	targeted	specific	SPEAK-UP	goals	and	objectives.	Using	the	Chili	theme	as	aspringboard,	4-H	Ambassadors	embraced	different	speaking	methods	and	incorporated	multipleintelligence	approaches	into	group	and	individual	speeches	to	end	the	Ambassador	program.Key	youth	development	concepts	included:	Planning/preparation	of	speeches	(use	of	"Build-on"speech	outline	cards,	emphasis	on	practice,	research	on	topics,	and	knowing	your	audience)delivery	techniques	of	speeches	(eye	contact,	body	posture,	humor,	voice),	personal	presence(dress,	non-verbal	cues),	and	a	discussion	about	social	skills.Achievements:	Integration	of	MI	into	Public	Speaking	ProgramsForty-five	first-year	4-H	Ambassadors	gave	speeches.	They	exhibited	creative	use	of	theinformation	gained	in	the	SPEAK-UP	development	program.	Through	documented	observation,teens	gave	innovative	introductions	using	visual	imagery	and	metaphors.	Over	half	of	participantsused	speech	outline	cards	to	present	speeches.	Over	40%	of	the	teens	used	humor	and	fun	in	theirpresentation.	Several	participants	exhibited	efficiency	in	microphone	use.	Over	90%	of	speakersused	the	five	major	speech	components	highlighted	in	SPEAK-UP	program.	Teens	formed	newfriendships,	gained	confidence,	and	had	fun	when	working	in	pairs	and	small	groups	oncomponents	of	their	speech.Teen	participants	reported	that	they	learned	leadership	and	responsibility	through	this	publicspeaking	experience.	Several	linked	4-H	demonstrations	to	public	speaking	for	the	first	time.Senior	4-H	Ambassadors	shared	that	public	speaking	helped	them	in	their	family	business,overcoming	their	fears,	community	involvement,	and	work	experience.John	Paul	Murphy,	Utah	4-H	Specialist,	noted;	"When	participants	had	an	opportunity	to	say	whatthey	learned	the	most	from	the	Western	Region	Teen	Leadership	Retreat	and	what	they	wouldtake	home	to	use	in	their	4-H	programs,	almost	every	kid	mentioned	the	SPEAK-UP	workshop	andits	great	learning	impact."Spicing	up	4-H	teen	public	speaking	with	multiple	intelligences	approaches	and	the	chili	themebrought	forth	new	understanding	in	the	learners.	One	teen	exclaimed,	"4-H	is	amazing	.	.	.	it	isexperiential	learning."	Several	indicated	that	the	use	of	music	in	speeches	was	"good."	Adultchaperones	indicated	they	would	use	multiple	intelligences	and	the	SPEAK-UP	developmentprocess	in	their	communities,	4-H	clubs,	and	in	the	promotion	of	Conservation	District	programsand	events.	Achievements	of	the	Integration	of	MI	into	the	Speak-Up	program	reinforced	theancient	Chinese	proverb	"Tell	me,	I	forget.	Show	me,	I	remember.	Involve	me,	I	understand."ReferencesArmstrong,	T.	(2000).	Multiple	intelligences	in	the	classroom	(2nd	ed.).	Alexandria,	VA:	Associationfor	Supervision	and	Curriculum	Development	(ASCD).Brown,	M.	(undated).	Fun	in	speech	activities.	Edmonton,	AL	Canada:	4-H	Canada,	4-H	Branch	-Alberta	Agriculture.Bruetsch,	A.	(1998).	Multiple	intelligences	lesson	plan	book	(2nd	ed.).	Tucson,	AZ:	Zephyr	Press.Gardner,	H.	(1999).	Intelligence	reframed:	Multiple	intelligences	for	the	21st	century.	New	York,NY:	Basic	Books.Gardner,	H.	(1993).	Multiple	intelligences:	The	theory	in	practice.	New	York,	NY:	Basic	Books.Lazear,	D.	(1998).	The	rubrics	way:	Using	MI	to	assess	understanding.	Tucson,	AZ:	Zepher	Press.Laughlin,	K.	M.	(2001).	The	gift	of	Extension:	Time,	teaching,	learning	and	mentoring	ascomponents	of	Extension	practice.	Moscow,	ID:	University	of	Idaho.Murphy,	J.	(2002).	SPEAK-UP	workshop	evaluation.	Boise,	ID.	Western	Regional	4-H	LeadershipRetreat.Silver,	H.,	Strong,	R.,	&	Perini,	M.	(2000).	So	each	may	learn:	Integrating	learning	styles	&	multipleintelligences.	Alexandria,	VA:	Association	for	Supervision	and	Curriculum	Development	(ASCD).Copyright	©	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Articles	appearing	in	the	Journal	become	the	property	of	theJournal.	 Single	 copies	 of	 articles	may	 be	 reproduced	 in	 electronic	 or	 print	 form	 for	 use	 in	 educational	 or	 trainingactivities.	Inclusion	of	articles	in	other	publications,	electronic	sources,	or	systematic	large-scale	distribution	may	bedone	only	with	prior	electronic	or	written	permission	of	the	Journal	Editorial	Office,	joe-ed@joe.org.If	you	have	difficulties	viewing	or	printing	this	page,	please	contact	JOE	Technical	Support©	Copyright	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Copyright	Policy

Spicing up 4-H Teen Public Speaking with Multiple Intelligence Approaches

https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=4619&context=joe

Spicing up 4-H Teen Public Speaking with Multiple Intelligence Approaches

Abstract

Similar works

Full text

Available Versions

Clemson University: TigerPrints