To achieve Step 7, individuals will show that they can reinforce their arguments and ideas by using facts and examples effectively.
Up to now, the focus on Speaking has been about how to speak effectively by thinking about the logical order of content, what their listeners already know, and using appropriate language, tone, expression and gesture. This next stage of mastering speaking focuses on how to speak engagingly.
The building blocks of this step are learning:
To teach this step:
This step lends itself well to reinforcement in the classroom:
This step is best assessed through a structured activity. For example:
This step is especially relevant for those who uses verbal communication to persuade others or support others to make decisions.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through observation and questioning. For instance:
During the recruitment process, this step could be assessed by:
Observing an individual during an assessed exercise where they are required to put forward a case for change based on their assessment of a situation. Here we could observe for evidence that an individual has used facts and statistics in their speech
to support their position.
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
In education, many of your opportunities to speak in front of others will be to inform or persuade the listener, for example, a talk to the class about something you have studied or a speech to persuade others to allow an event or change to take place. In these situations, the use of relevant facts and examples will make your talk more interesting and engaging, or more persuasive. By adding facts and examples into your speech, you give greater weight to your argument which in turn may build support for your point. A successful outcome will depend on how relevant the facts and examples are as well as their accuracy.
In the workplace, there are many occasions when we are speaking to persuade or convince the listener. We may be trying to persuade a new client to use our services, convincing our manager that we should be allowed to work from home, demonstrating the benefits of a product to a customer. In each case, the use of facts and examples will be important and play a part in making your point. However, incorrect use, using them too much or inaccurate statements may result in your argument being seen as invalid or the listener losing interest.
In the wider world, you may need to use facts and examples to persuade a listener of your point. For example, when complaining about a broken on unsuitable product you may need to give examples of what happened. Social debate with friends can prove to be enjoyable and challenging, but your point and argument can easily be lost if your facts and examples do not support what you are saying or are unreliable. Your friends will be quick to point out inaccuracies or inappropriate examples.
To best practise this step of Speaking, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.