Develop students’ oracy with these activities

University students should be able to speak well about their subject, but they don’t automatically learn to question, reason and defend ideas simply by studying it. Many students have underdeveloped critical thinking skills when they enter higher education, because primary and secondary education often emphasises rote memorisation over analytical thinking. In addition, students transitioning to university might find it challenging to adapt to independent and self-directed learning, which demands deeper reasoning and justification of ideas. 

The ability to question, reason and defend is crucial in today’s world, in which graduates must navigate misinformation, solve complex problems and make informed decisions. These skills can empower graduates to engage in debates and innovate in professional settings and contribute meaningfully to societal challenges in an increasingly dynamic and interconnected world. Here are strategies to develop these skills in the classroom.

Collaborative learning and discussion

Peer teaching: group students into small teams for short discussions or to solve problems. You can also use peer-to-peer feedback activities such as role play, peer interview storytelling and feedback circles to advance speaking and listening skills.

Goldfish bowl: split students into two groups, forming an inner and outer circle to encourage them to engage in collaborative dialogue and critical thinking to develop their understanding of complex topics. For example, in a physics class, students in the inner circle could discuss the implications of Newton’s third law for rocket propulsion while students in the outer circle listen and later provide feedback or ask clarifying questions.

Jigsaw activities: a jigsaw discussion is a cooperative learning strategy in which students work in small groups to become “experts” on a subtopic and then share their knowledge with peers. Choose a main topic and divide it into subtopics, then assign each group a subtopic to learn about. Then, come together as a class and have students teach their subtopics to each other. For example, in a geography class, students could research different ecosystems (such as the rainforest, desert or tundra) then swap knowledge.

Group projects: organise group projects in a way that makes verbal communication necessary to complete tasks. For example, in a design project, task the group with discussing the best approach to tackle a creative challenge, such as by choosing materials, colours or layouts. You can also allocate specific roles to students to ensure that all have a say in decision-making. For example, business students could pitch new product ideas to a “board of directors” played by peers.

Debates: you can also organise whole-group debates on relevant topics to develop persuasive speaking and confidence. These can help students explore diverse perspectives, analyse arguments and refine their ability to articulate and defend their positions. For example, in a philosophy class, students could debate questions such as “Is it better to live a meaningful life or a happy life?” 

Presenting and public speaking  

There are many types of presentations used for formative and summative assessments. Common ones include:

PechaKucha presentations: these help students speak succinctly by practising presenting an overview of a complex topic, a personal project or a research proposal in 20 slides, each shown for 20 seconds, with the entire presentation lasting just six minutes and 40 seconds. 

Poster presentations: students create a research poster and explain it to peers during a “gallery walk”. This can help them learn to summarise and discuss their ideas with viewers.

Elevator pitches: students pitch a business idea, research proposal or theoretical concept to the class or small group as if they are trying to convince a funding body to invest within a short time frame, for example, two minutes.

Panel presentations: a small group of students act as “experts” on a topic, answering questions from the “audience” (other students), and discussing different perspectives in a simulation of a panel discussion. For example, engineering students could answer questions on sustainable energy solutions from the point of view of major energy suppliers.

Storytelling presentations: students tell a story related to the course topic, such as a historical event, personal experience or hypothetical scenario. This can help them structure ideas and communicate effectively using varied tone and emotional expression. 

Gamification and oracy

There are many ways to develop oracy in a playful way. For example:

Just a minute: students talk for a minute about a relevant topic without repeating themselves or pausing. This can develop their fluency and help them evidence and expand their understanding of a topic.

Speaking bingo: create bingo cards with various speaking tasks or sentence starters, such as “Ask a question”, “Agree with someone and give a reason”, “Challenge an idea politely” or “Use an example to support your point”. The aim is to check off as many tasks as possible during a class discussion or group activity. In a sociology class, students could discuss the impact of social media on relationships while trying to complete their bingo cards.

Make oracy inclusive

Fundamental to developing oracy is creating a safe and inclusive environment for all students to express themselves. Adapt assessment rubrics, focusing on aspects such as clarity, fluency, argumentation and collaboration, for different disciplines or levels. And provide sentence starters for students who might struggle. These include: “Could you explain what you mean by...?”, “What do you think about...?” and “Can you give an example of...?”

By blending discussions, presentations and gamified activities in an inclusive way, educators can create dynamic oral learning environments that prepare students for academic and professional success and ensure they thrive as articulate, adaptable and engaged global citizens.

Paul Demetriou is lecturer in education at New City College London.

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