Before starting to write the speech, conner decided on a topic that he really like and he knew the audience would enjoy as well. he also made sure he was aware of the characteristics of his audience, physical setting and what time he would present his speech. while he was presenting the speech, he was constantly looking for nonverbal feedback from the audience members to ensure they understood his main points. after the speech was over conner was glad to look at the peer evaluations from his instructor and classmates so he could see what needed to be improved for his next speech. what conner did before, during and after his presentation is known as

Observing human verbal and nonverbal movement

Explanation:

overview:

this is a technology-dependent lesson that students can guide at their own pace of exploration and learning. students share what they learn through the use of twitter (or alternative classroom sharing medium like todaysmeet). the use of a social sharing platform like twitter gives students a place for sharing with a wider audience, for more effective means of communication with each other, for incorporating viewpoints from all students in the classroom, and a means to reference thinking and learning by the use of a hashtag at a later time. students will understand the role the allied air forces played in the normandy invasion. teachers can use this as a stand-alone lesson or offer more structure by guiding students through each source, one by one. teachers may learn more about the eighth air force by accessing the abmc’s strategic bombing campaign interactive.

the chart shows a production possibilities schedule for sabrina’s soccer.

the schedule shows the - combination-   of goods the business can produce.

for edgenuit.