A talk show activity is a fun way to practice public speaking skills without using a formal speech to do it. It also helps students develop questioning techniques all while allowing them to work with content. Talk shows get to the root of feelings and showcase personalities so it’s a good activity to do for book characters in Language Arts as well as historical figures.
Teachers can choose a specific talk show to model from. If they leave it up to the student they may pick a show like Jerry Springer. Although amusing, many times inappropriate things are said for a classroom. The students will also only focus on the absurdities rather than the content itself. It is safer to do an Oprah type show.
Many multiple intelligence learning styles are used for a talk show activity. The linguistic multiple intelligence learning style is used during writing the interview and conducting it during the show to the class. Another multiple intelligence learning style that is used is kinesthetic. Performances like talk shows allow students to move during the performance. Especially if they are the host. They can plant others in their group or assign others in the class certain questions. Talk shows need to be done with at least two people so the interpersonal multiple intelligence learning style is used. If a teacher wishes to bring in the spatial multiple intelligence learning style, they could allow the students to dress up like the characters they are pretending to be.
A talk show activity can be used for differentiated instruction. Teachers can differentiate instruction in two ways:
- Multiple Intelligence Learning Styles: The teacher can offer students other options to this assignment using other multiple intelligence learning styles and the same content. Activity templates can help teachers differentiate instruction quickly and easily. http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers over 50 activity templates with rubrics to help teachers differentiate instruction using multiple intelligence learning styles.
- Leveling/Tiering/Scaffolding: Teachers can provide lower ability level students with the questions to ask almost like a one sided script. This will guide them and allow them to work with the content. Higher levels can create the questions as well as the answers to increase the creativity and critical thinking while working with the content.
Teachers need to make sure that when they differentiate instruction they are challenging each student. Teachers should not just assign additional work to upper ability levels. They will be able to see through the busy work and might even resent getting it.