Lesson Plan. Preparation
|
|
- Gwen Shepherd
- 7 years ago
- Views:
Transcription
1 Lesson Plan Course Title: Professional Communications Session Title: Nonverbal Communication & The Listening Process Lesson Duration: Approximately one 90-minute class period [Lesson length is subjective and will vary from instructor to instructor.] Performance Objective: Upon completion of this assignment, the student will be able to identify nonverbal communication cues and apply key concepts based on the listening process. Specific Objectives: 1. Define terms associated with the lesson. 2. Identify nonverbal cues and their meaning. 3. Identify functions of nonverbal communication. 4. Identify characteristics of nonverbal communication. 5. Apply fundamentals of nonverbal communication in a professional context. 6. Evaluate the components of the listening process. TEKS Correlations: Preparation (c)(10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (B) demonstrate knowledge of various communication processes in professional contexts by: (i) explaining the importance of effective communication skills in professional contexts; (ii) identifying the components and functions of the communication process; (iii) identifying standards for making appropriate communication choices; (iv) identifying types and effects of nonverbal communication; (v) recognizing the importance of effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance; (vi) identifying the components of the listening process; (vii) identifying specific kinds of listening such as critical, deliberative, and empathic; (viii) recognizing the importance of using accurate and complete information as a basis for making communication decisions; (ix) identifying specific kinds of listening such as critical, deliberative, and empathic; (x) recognizing the importance of using accurate and complete information as a basis for making communication decisions; (xi) identifying and analyzing ethical and social responsibilities of communicators; and (xii) recognizing and analyzing appropriate channels of communication in organizations. Instructor/Trainer References: McGraw-Hill. (2000). Communication applications. (Teacher s Wraparound Ed.). Columbus, OH: Glencoe/McGraw-Hill. 1
2 2. Drucker, Peter. (2013). Peter F. Drucker Quotes. Business Quotations. from Instructional Aids: 1. Nonverbal Strategies & The Listening Process slide presentation 2. Group Activity Sheet 3. Expression Cards 4. Vocabulary Quiz and Key 5. Rubric Materials Needed: Pen/Pencil one per student Equipment Needed: Projector for slide presentation. Computers one per student for note-taking. Learner Knowledge of basic document creation and editing software. Introduction Introduction (LSI Quadrant I): SAY: The communication process can be very complex. It consists of various levels. Nonverbal communication can include all forms of communication except words. Because of this, it is important to not only be a good listener but also a good observer. In this lesson, our goal is to understand the various forms of nonverbal strategies in the listening process. ASK: Can you think of a commercial that portrays poor listening? [Ask students to describe the scenario and the reasons behind the breakdown in communication.] SAY: Poor listening can be a result of poor nonverbal communication. ALTERNATE QUESTION: ASK: Have you ever been in a situation where nonverbal communication contributed to a breakdown in overall communication? [Ask students to share factual information only without jeopardizing any person s right to privacy.] Outline Outline (LSI Quadrant II): Instructor Notes: I. Define terms associated with the lesson A. Nonverbal communication a system of symbolic behaviors that includes all forms of communication except words. B. Subconscious nonverbal communication is often sent and received on a subconscious level. We are usually not aware of the messages we send Use the Nonverbal Communication & The Listening Process slide presentation to discuss lesson content. Have students create an electronic document to 2
3 nonverbally. C. Contextual nonverbal communication depends on the situation in which it occurs. D. Ambiguous meaning is open to interpretation and often confusing. E. Cultural nonverbal communication has a distinct cultural nature. F. Listening a physical and psychological process that involves acquiring, assigning meaning, and responding to symbolic messages from others. G. Acquiring the act of picking up some type of stimulus through the senses such as hearing. H. Attending the act of choosing consciously or subconsciously to focus your attention on verbal or nonverbal stimuli. I. Understanding a complex mental process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. J. Responding the listener s internal emotional and intellectual reaction to a message. K. Noise anything that interferes with a message. L. Barrier any obstacle that blocks communication. M. Memory the process of retaining or recalling information. II. Identify nonverbal cues and their meaning A. Sounds (tone of voice, laughter) B. Body Language (movement, posture, eye contact) C. Environmental factors (touch, distance, objects, etc.) III. Identify functions of nonverbal communication. A. Expands verbal communication by: 1. Reinforcing a message, 2. Contradicting the message, and record notes and key terms presented. Use the accompanying cards to create a deck of expression cards (happiness, anger, fear, anxiety, discomfort, shock, fatigue, etc.) Have students volunteer to draw from the deck and act out the nonverbal cues. Class members will try to determine their meaning. Teacher will reinforce/clarify each cue. 3
4 3. Substituting for messages. B. Conveys emotional and relationship dimensions of a message. IV. Identify characteristics of nonverbal communication. A. Subconscious B. Contextual C. Ambiguous D. Cultural V. Apply fundamentals of nonverbal communication in a professional context. A. Confidence B. Poise C. Assertiveness D. Immediacy VI. Evaluate the components of the listening process. A. Acquiring B. Attending C. Understanding D. Responding Discuss the importance of appropriate nonverbal communication in a professional setting with coworkers, superiors, subordinates, clients, etc. Have students brainstorm career-related scenarios where nonverbal communication might come into play. Discuss the group activity before having students break into groups to work. Go over the instructions on the activity sheet. Review evaluation rubric. Application Guided Practice (LSI Quadrant III): Have students demonstrate an understanding of concepts by acting out scenarios involving personal situations such as two friends disagreeing over something that happened at school. Give students two minutes to prepare a short, impromptu two to three minute skit. Review key concepts and provide redirection before students begin independent practice activity. 4
5 Independent Practice (LSI Quadrant III): Students will work in groups to prepare a skit that will be presented to the class and instructor. Summary Review (LSI Quadrants I and IV): Have students share strategies they have learned in this lesson that they think will be beneficial to them in the future. The teacher can create a game to help students review vocabulary terms prior to the quiz. Students can create their own games for their peers to play. Examples of interactive games can be found online. Evaluation Informal Assessment (LSI Quadrant III): Teacher will observe each group ensuring all group members are actively and appropriately contributing to the activity. Teacher will circulate through lab as students work on their skits to redirect/re-teach as necessary. Formal Assessment (LSI Quadrant III, IV): Using the rubric as a guide, each group will be graded based on their performance. Use the vocabulary quiz to assess student ability to define terms associated with the lesson. Extension Extension/Enrichment (LSI Quadrant IV): Students will apply communication strategies in personal, school, and work environments. Have students think about a situation in the past in which they used poor listening skills. Students should reflect on previous actions and rewrite their responses using the skills learned in this lesson. Reflections should be recorded in a journal. Students who demonstrate good listening skills can volunteer to serve as peer mediators. 5
6 GROUP ACTIVITY OVERVIEW: Your group is responsible for creating a four-minute skit. The skit needs to display bad listening skills vs. good listening skills. You have two minutes to display bad skills, then two minutes to display good skills. The goal is to help your classmates understand what effective communication looks like. Please include plenty of non-verbal cues in your skit. Your teacher will provide you with an example scenario for your skit. Example Scenarios: An employer interviewing a potential employee, a supervisor talking to an employee about being chronically late to work, an employee contesting a critical performance review, a supervisor talking to an employee about inappropriate grooming/dress habits, a co-worker observing a fellow employee taking extended breaks and leaving early at the end of the day, a co-worker observing a fellow employee taking office supplies for personal use, a supervisor talking to an employee about spending excessive time at work handling personal business such as texting, talking on the phone, etc. Group Member Names: Describe your scenario: How will you display bad listening? How will you display good listening? 6
7 Expression Cards Directions: Cut on the lines to create expression cards for the lesson. ANGER FEAR ANXIETY FRUSTRATION CONTENTMENT HAPPINESS FATIGUE SHOCK 7
8 Student Name: Date: Nonverbal Communication Vocabulary Quiz Directions: Match each term to the appropriate definition from the list below. Record your answers in the space provided beside each vocabulary word. 1. Nonverbal communication 2. Subconscious 3. Contextual 4. Ambiguous 5. Cultural 6. Listening 7. Acquiring 8. Attending 9. Understanding 10. Responding 11. Noise 12. Barrier 13. Memory A. Any obstacle that blocks communication. B. Anything that interferes with a message. C. Being unaware of the messages we send nonverbally. D. Choosing consciously or subconsciously to focus your attention on verbal or nonverbal stimuli. E. Complex mental process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. F. Listener s internal emotional and intellectual reaction to a message. G. Meaning that is open to interpretation and often confusing. H. Of or relating to a civilization s or person s background and inherent belief system. I. Physical and psychological process that involves acquiring, assigning meaning, and responding to symbolic messages from others. J. Picking up some type of stimulus through the senses such as hearing. K. Process of retaining or recalling information. L. Situation in which nonverbal communication occurs. M. System of symbolic behaviors that includes all forms of communication except words. 8
9 Student Name: Date: Nonverbal Communication Vocabulary Quiz Key Directions: Match each term to the appropriate definition from the list below. Record your answers in the space provided beside each vocabulary word. M C L G H I J D E F B A K 1. Nonverbal communication 2. Subconscious 3. Contextual 4. Ambiguous 5. Cultural 6. Listening 7. Acquiring 8. Attending 9. Understanding 10. Responding 11. Noise 12. Barrier 13. Memory A. Any obstacle that blocks communication. B. Anything that interferes with a message. C. Being unaware of the messages we send nonverbally. D. Choosing consciously or subconsciously to focus your attention on verbal or nonverbal stimuli. E. Complex mental process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. F. Listener s internal emotional and intellectual reaction to a message. G. Meaning is open to interpretation and often confusing. H. Of or relating to a civilization s or person s background and inherent belief system. I. Physical and psychological process that involves acquiring, assigning meaning, and responding to symbolic messages from others. J. Picking up some type of stimulus through the senses such as hearing. K. Retaining or recalling information. L. Situational impact of circumstances in which nonverbal communication occurs. M. System of symbolic behaviors that includes all forms of communication except words. 9
10 Student Name: Excellent Above Average Below Average Poor Criteria Speaks clearly and distinctly all (95- Speaks clearly and distinctly most (85- Speaks clearly and distinctly some ( 75- Often mumbles or cannot be understood Speaks Clearly 100%) the time, and 94%) the time, but 84%) of the time. OR mispronounces mispronounces no mispronounces one Mispronounces no more than three words. word. more than two words. words. Date: Nonverbal Communication and the Listening Process: Group Activity Preparedness Group is completely prepared and has obviously rehearsed. Group seems pretty prepared but might have needed a couple more rehearsals. Group is somewhat prepared, but it is clear that rehearsal was lacking. Group does not seem at all prepared to present. Content Time-Limit Shows a full understanding of the topic. Presentation is 5-8 minutes long. Shows a good understanding of the topic. Presentation is three minutes or less over/under the time limit. Shows a good understanding of parts of the topic. Presentation is five minutes or less over/under the time limit. Does not seem to understand the topic very well. Presentation is more than five minutes over/under the time limit. Vocabulary Uses vocabulary Uses vocabulary appropriate for the appropriate for the audience. Extends audience. Includes audience vocabulary one to two words that by defining words that might be new to most might be new to the of the audience, but audience. does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (five or more) words or phrases that are not understood by the audience. Stays on Topic Stays on topic all (95-100%) of the time. Stays on topic most (85-94%) of the time. Stays on topic some (75-84%) of the time. It was hard to tell what the topic was. Point to Grade Conversion Scale: = A = B = C = D 13 or Below = F TOTAL POINTS: AAVTC: Professional Communications: Nonverbal Communication and the Listening Process 1
Lesson Plan. Preparation
Lesson Plan Course Title: Professional Communications Session Title: Communication Strategies & Technical Writing: Advertising, Marketing, & Propaganda Techniques - PART II Lesson Duration: Three 90-minute
More informationLesson Effective Communication Skills
Lesson Effective Communication Skills Lesson Overview In this lesson, participants will learn about various types of communication and how important effective communication is in the workplace. Lesson
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationLesson Plan. Preparation
Lesson Plan Course Title: Web Technologies Session Title: Planning & Designing Client Websites Lesson Duration: Varies but would be a minimum of one week. Performance Objective: Upon completion of this
More informationLesson Plan. Course Title: Digital and Interactive Media Session Title: College and Career Poster
Lesson Plan Course Title: Digital and Interactive Media Session Title: College and Career Poster Lesson Duration: 3 Hours Performance Objective: Upon completion of this assignment, the student will have
More informationLesson Plan. Upon completion of this assignment, the student will be able to build a small network and identify the different types of hackers.
Lesson Plan Course Title: Principles of IT Session Title: Networks and Hackers Lesson Duration: Lesson length is subjective and will vary from instructor to instructor. Performance Objective: Upon completion
More informationProfessional Development Needs Assessment for Teachers
Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationTypes of communication
Types of communication Intra-personal Communication Intra-personal Communication is the kind of communication that occurs within us. It involves thoughts, feelings, and the way we look at ourselves. Because
More informationLesson Plan. Course Title: Principles of Information Technology Session Title: Understanding Types & Uses of Software
Lesson Plan Course Title: Principles of Information Technology Session Title: Understanding Types & Uses of Software Lesson Duration: Approximately 5 hours Performance Objective: Upon completion of this
More informationLesson Plan. Preparation. 130.272(c). Principles of Information Technology (One-Half to One Credit).
Lesson Plan Course Title: Principles of Information Technology Session Title: Peripheral Devices Lesson Duration: Will vary from instructor to instructor Performance Objective: Upon completion of this
More informationLesson Plan. Course Title: Advanced Computer Programming Session Title: Databases. Preparation
Lesson Plan Course Title: Advanced Computer Programming Session Title: Databases Lesson Duration: 2-3 days Performance Objective: Upon completion of this assignment, the student will be able to: identify
More informationLesson Plan. Preparation
Lesson Plan Course Title: Computer Maintenance Session Title: Disaster Recovery and Preventative Maintenance Lesson Duration: 3 to 4 one-hour sessions with 1 additional one-hour session for the exam (Lesson
More informationWhat is emotional intelligence?
What is emotional intelligence? Emotional intelligence is the ability to identify, use, understand, and manage your emotions in positive and constructive ways. It's about recognizing your own emotional
More informationBUSINESS OCR LEVEL 2 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS VERBAL AND NON-VERBAL COMMUNICATION IN BUSINESS CONTEXTS CERTIFICATE/DIPLOMA IN
Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN BUSINESS VERBAL AND NON-VERBAL COMMUNICATION IN BUSINESS CONTEXTS M/502/5303 LEVEL 2 UNIT 6 GUIDED LEARNING HOURS: 30 UNIT CREDIT
More informationForm: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist
Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening
More informationArts, Audio-Video Technology & Communications Career Cluster Audio & Video Technology & Film I Course Number 10.51810
Arts, Audio-Video Technology & s Career Cluster Audio & Video Technology & Film I Course Number 10.51810 Course Description: This course will serve as the foundational course in the Audio & Video Technology
More informationStatewide Healthcare Curriculum: Career Development Module
Statewide Healthcare Curriculum: Introduction ----------------------------------------------------------------------------iii Module Outline -----------------------------------------------------------------------vii
More informationChapter 4 COMMUNICATION SKILLS. The difference between verbal and nonverbal communication. The difference between hearing and listening
Chapter 4 COMMUNICATION SKILLS What You Will Learn The difference between verbal and nonverbal communication The difference between hearing and listening Factors that promote effective communication Barriers
More informationLesson Duration: Approximately two to four 90-minute class periods [Lesson length is subjective and will vary from instructor to instructor]
pe Lesson Plan Course Title: Session Title: Printing & Imaging Technology Advertising: Flyers and * This is Lesson #22 if used as part of the overall unit on Printing & Imaging Technology. This lesson
More informationLESSON 7: LEARNING MODELS
LESSON 7: LEARNING MODELS INTRODUCTION mobility motivation persistence sociological Think about your favorite class. Does the teacher lecture? Do you do experiments or go on field trips? Does the teacher
More informationLesson Plan. Course Title: Computer Maintenance Session Title: Numbering Systems
Lesson Plan Course Title: Computer Maintenance Session Title: Numbering Systems Lesson Duration: Lesson length is subjective and will vary from instructor to instructor Performance Objective: Upon completion
More informationDynEd International, Inc.
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
More informationLesson Plan. Preparation
1 Lesson Plan Course Title: Concepts of Engineering and Technology Session Title: Emerging STEM Careers Performance Objective: After completing this lesson, students will be able to research, compare and
More informationArkansas State PIRC/ Center for Effective Parenting
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
More informationJob interview. The. a concise guide to preparing for the Employment Interview Process
The Job interview a concise guide to preparing for the Employment Interview Process developed by the Career Services and Transfer Services offices of Mercer County Community College www.mccc.edu Table
More informationChapter 1 Communicating in Your Life
Name: Class: Date: Chapter 1 Communicating in Your Life True/False Indicate whether the sentence or statement is true or false. 1. The communication process has five components: the sender, the message,
More informationLesson Plan. Approximate Time: If taught the way the lesson is written, it should take approximately 3 days.
Lesson Plan Course Title: Principles of Business, Marketing and Finance Session Title: Advertising to Targeted Audiences Performance Objective: Upon completion of this lesson, the student will be able
More informationCareer Exploration Module DAY FIVE
Career Exploration Module DAY FIVE Lesson Title Playing the Game Cluster Pathways All Pathways Essential Question What careers are within the AAVTC clusters? TEKS Career Portals: 1.A, 1.B, 2.A, 2.B, 2.C,
More informationCommunications New Hampshire s 4-H Communication Series for Leaders by Lauren Bressett, Debbie Cheever, Lisa Townson, Penny Turner
Communications New Hampshire s 4-H Communication Series for Leaders by Lauren Bressett, Debbie Cheever, Lisa Townson, Penny Turner Communication is the basis for all human interactions and groups depend
More information60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6)
60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6) Terms of Use: The materials within this manual were created to assist staff in the school-wide implementation of social skills
More informationHelping your child with Non-verbal Learning Disability
Helping your child with Non-verbal Learning Disability What is non-verbal learning disability? Non-verbal learning disability (NVLD) is a term used to describe a pattern of strengths and weaknesses in
More informationCreate stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
More informationLesson Plan. Preparation
Lesson Plan Course Title: Computer Maintenance Session Title: Hard Drives Lesson Duration: 90 Minutes Performance Objective: Upon completion of this assignment, the student will be able to recognize a
More informationLesson Plan for Level 1 Spanish. Essential Question of year: What are my routines?
Lesson Plan for Level 1 Spanish Essential Question of year: What are my routines? Unit: Greetings - how and where might we greet someone using Spanish? Learning Outcomes: Students will review the word
More informationHealthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems
Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems Unit 5 Communicating Workplace Problems 1 Unit 5 Overview This purpose of this unit is to help students develop the
More informationLesson Plan. Preparation
Lesson Plan Course Title: Principles of Information Technology Lesson Duration: 45 Minutes Session Title: Keyboards, Mice, and Other Input Devices Performance Objective: Upon completion of this assignment,
More informationit happens, he or she is ready provided that the coach has the mindset and skill set needed to be an effective coach. The Coaching Mindset
Coaching at Work Coaching occurs in many different fields of endeavor. The skills and methods of coaches vary depending on the nature of the coaching relationship: the techniques used by an athletic instructor
More informationRunning head: COMMUNICATION SKILLS NECESSARY IN A THERAPEUTIC 1
Running head: COMMUNICATION SKILLS NECESSARY IN A THERAPEUTIC 1 Communication Skills Necessary in a Therapeutic Relationship Kristina Day Stenberg College COMMUNICATION SKILLS NECESSARY IN A THERAPEUTIC
More informationChild s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church
Child s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church DR. K. A. KORB FACULTY OF EDUCATION U NIVERSITY OF JOS Let the little children come to me, and do
More informationFacilitation 101: Roles of Effective Facilitators
Facilitation 101: Roles of Effective Facilitators Bonner Curriculum Overview: Category: Level: Recommended Bonner Seuence: This workshop provides a basic introduction to techniues and tips for facilitation,
More informationPreventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice
Preventing bullying: a guide for teaching assistants SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants 2 Introduction This guide is based
More informationLink: University of Canberra http://www.canberra.edu.au/studyskills/learning/oralpres.html#preparing
6. Voice, speech and body language: The way you speak, the way you act and the way you move around can be very important to succeed in your presentation. Here you will find some useful advices and links
More informationLesson Plan. Preparation
Portfolio Information Practicum in Interior Design Lesson Plan Performance Objective Upon completion of this assignment, the student will be able to create a portfolio to document personal knowledge and
More informationLesson Plan. Course Title: Digital and Interactive Media Session Title: Emerging Technologies
Lesson Plan Course Title: Digital and Interactive Media Session Title: Emerging Technologies Lesson Duration: 3 Hours Performance Objective: Upon completion of this assignment the student will be able
More informationLesson Plan. Graphic Design & Illustration
Lesson Plan Course Title: Session Title: Graphic Design & Illustration Telling a Story: Introduction to Bézier Curves Lesson Duration: Approximately 7-10 days [Lesson length is subjective and will vary
More informationSYLLABUS SPHR 1011: Voice and Diction Spring 2014
SYLLABUS SPHR 1011: Voice and Diction Spring 2014 CONTACT INFORMATION: Instructor: Contact Info: Office Hours: COURSE MATERIALS: Required Text: Professional Voice: Developing Your Communication Style Through
More informationCommunication Skills. Breege Smithers Practice Educator
Communication Skills Breege Smithers Practice Educator Aim of Session To develop an understanding of the processes and skills that are involved in effective communication with patients and clients. Objectives
More informationCTE Toolkit Lesson Plans and Handouts Help your students learn about the numerous career pathways and opportunities available.
CTE Toolkit Lesson Plans and Handouts Help your students learn about the numerous career pathways and opportunities available. Sponsored by the State of California KIT Dear Educator: We hope that you find
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationGrade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence:
Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson s Role in the Civil Rights Movement This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationLesson Plan Careers in Financial Management and Investment Planning
Lesson Plan Careers in Financial Management and Investment Planning Course Title: Money Matters Lesson Title: Careers in Financial Management and and Investment Planning Specific Objective: Research and
More informationBUSINESS COMMUNICATIONS Curriculum Content Frameworks
BUSINESS COMMUNICATIONS Curriculum Content Frameworks Please note: All assessment questions will be taken from the knowledge portion of these frameworks. Prepared by Pattie Lovins, Rivercrest High School
More informationTeaching and Educational Development Institute. Presentation skills for teachers
Presentation skills for teachers Presentation skills for teachers Your success as a teacher is largely determined by your ability and skill in communicating your message. We have all experienced teachers
More informationKEY SKILLS OF JUNIOR CYCLE
KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their
More informationDeveloping Communication Skills in Learning for Life and Work
Key Stage 3 Developing Communication Skills in Learning for Life and Work 1 Communication is central to the whole curriculum. Children should be able to communicate in order to express themselves socially,
More informationUse of Gestures in the English Classroom
2 The Use of Gestures in the English Classroom Ashraf Said Bait Darwish Dhofar Region 1 INTRODUCTION A gesture is a form of non-verbal communication in which meaning is conveyed using part of the body.
More informationMINUTE TAKING. All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use
MINUTE TAKING All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use 1 Minute Taking Sample Programme OBJECTIVES As a result of the programme participants should
More informationCOURSE OUTLINE. 3 3 Lecture Hours Hours: lecture/laboratory/other (specify)
COURSE OUTLINE CMN 112 Course Number Public Speaking Course Title 3 3 Lecture Hours Credits Hours: lecture/laboratory/other (specify) Catalog description: Study and practice of principles in strategic,
More informationVAK Learning Styles Self-Assessment Questionnaire
Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to
More informationExploring Minerals. Targeted Objective: Identify properties of minerals and be able to identify certain minerals using specific tests.
Exploring Minerals Grade Level: 3-4 Purpose and Goals: This lesson begins by guiding students to the connection between differences in rocks and the presences of minerals in the rocks. The differences
More informationElements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
More informationLesson Plan for Note Taking
Lesson Plan for Note Taking Goals: To prepare students to take pertinent notes form lecture, books and activities. Expose students to different styles of note-taking. Give students an opportunity to practice
More informationHow To Learn About Mental Health In Texas
Presentation Notes- Slide 1 Counseling and Mental Health End of Course Project Options All students in this class will be required to complete an END OF COURSE PROJECT. This slide presentation will provide
More informationCreative Ideas: Enhanced to Meet Special Needs of Students
Creative Ideas: Enhanced to Meet Special Needs of Students INTRODUCTION The Curriculum Center for Family and Consumer Sciences has produced instructional guides for all Family and Consumer Sciences courses.
More informationLesson Plan. Preparation. TEKS Correlations: 1C: Examine the role of certifications, resumes, and portfolios in the Web Technologies profession.
Lesson Plan Course Title: Session Title: Using Online Search Tools to Locate and Evaluate Information. Lesson Duration: 2 hours Performance Objective: Upon completion of the lesson, students will be able
More informationCoaching and Feedback
Coaching and Feedback Follow the Guidelines for Effective Interpersonal Communication There are fundamental strategies that should always be part of interpersonal communication in the work place. Don t
More informationChildren / Adolescents and Young Adults
INFORMATION SHEET Age Group: Sheet Title: Children / Adolescents and Young Adults Teachers Aids DIFFICULTY WITH LANGUAGE Tendency to make irrelevant comments Tendency to interrupt Tendency to talk on one
More informationA. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about?
WRITE A ONE ACT PLAY I. PREWRITE A. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about? D. As a result of reading/seeing
More informationActive Listening. Learning Objectives. By the end of this module, the learner will have
1 Active Listening Learning Objectives By the end of this module, the learner will have An understanding of what is meant by active listening Gained insight into your natural listening strengths and areas
More informationGeneral Therapies for Individuals with Autism
General Therapies for Individuals with Autism Speech and Language Pathology Speech- language therapy entails the assessment, diagnosis, treatment, and helping to prevent speech, language, cognitive, communication,
More informationModule 9. Building Communication Skills
Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain
More informationDigital Literacy: Theoretical Framework
Digital Literacy: Theoretical Framework September 2014 Table of Contents Definition... 1 Key Concepts... 1 Digital Literacy Competencies... 2 Digital Literacy and Student Centered Learning... 9 Generous
More informationPART II LESSON PLAN CUSTOMER SERVICE
(COMPUTER SLIDE 1, Module Title) PART II LESSON PLAN CUSTOMER SERVICE (COMPUTER SLIDE 2, Learning Objectives) I. LEARNING OBJECTIVES: Review and discuss each objective. a. Elaborate on the phrase individual
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationWriting and Presenting a Persuasive Paper Grade Nine
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
More informationSample Interview Question Bank
ample Interview Question Bank Please Note: An next to a question indicates that it is scenario-based. Responses may provide evidence of multiple competencies. INTRODUCTORY QUETION Why are you interested
More informationConflict Resolution for CBLE. Instructor
Conflict Resolution for CBLE Instructor Terminal Objective Upon completion of this module, the participant will be able to identify the phases of acting-out in conflict, and have an understanding of what
More informationAPPENDIX A: Examples of Observations and Documentation
APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening
More informationStudent s Guide To Interviewing..
Student s Guide To Interviewing.. Provided by: Linda Thurman, Faculty Associate for The Office of Student Professional Development and Success, The W S Lee College of Engineering. lthurman@uncc.edu 704-687-4415
More informationWhat are Observation skills
KIRKLAND MITCHELL What are Observation skills Kirkland Mitchell 10/25/2010 What are observation skills? Observation skills are when you observe your own behavior and clients behavior, anticipate individual
More informationLesson Plan. Course Title: Web Technologies Session Title: Web Site Planning & Design
Lesson Plan Course Title: Web Technologies Session Title: Web Site Planning & Design Lesson Duration: 3 Hours Performance Objective: Upon completion of the lesson, students will understand how to develop
More informationTacoma Pierce County Health Department Employee Development and Performance Review
Tacoma Pierce County Health Department Employee Development and Performance Review The purpose of the performance and development system at Tacoma-Pierce County Health Department is to continuously develop
More informationWhat information is needed in the Career Portfolio?
Content: Occupational Course of Study - English Grade : 11 Essential Standard: OEV.R.1 Create informational products for use in employment, post secondary education /training, and independent living domains.
More informationReduce. Reuse. Recycle.
Reduce. Reuse. Recycle. Grade Level: 5 Subject Area: Science, English, Technology and Art Short Description: In this lesson, students will be presented with the idea of reduce, reuse, recycle and formulate
More informationBarriers to Communication
Barriers to Communication There are many potential barriers to communication that must be recognized by those involved especially those in supervisory positions. Possible Barriers: 1. Symbols or words
More informationHEALTH AND SOCIAL CARE
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE DEVELOPING EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE R/600/8939 LEVEL 3 UNIT 1 GUIDED LEARNING
More informationCHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC
CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC Curriculum Review Cycle Schedule 14-15 Analyze/Plan-Presentation to CCC 15-16 Implement I 16-17 Implement II 17-18 Implement III 18-19 Evaluation
More informationHow to Use KeyTrain Career Skills
How to Use KeyTrain Career Skills To View Career Skills Lessons from an Instructor Account Instructors can access the Career Skills lessons directly from the KeyTrain Instructor Menu. To view the lessons
More informationINTERVIEW QUESTIONS & TECHNIQUES Collected by MBA Dept
INTERVIEW QUESTIONS & TECHNIQUES Collected by MBA Dept General Advice Before you go for your interview you need to find out everything you can about the company. Reread your application/cv/covering letter,
More informationCustomer Experience Outlines
Customer Experience Outlines Professional Persuasive Language Customer satisfaction is a feeling and a perception. The consummate professional manages perception so that the customer always feels cared
More informationSenior Phase Grade 7 Today Planning Pack LIFE ORIENTATION
M780636110212 Senior Phase Grade 7 Today Planning Pack LIFE ORIENTATION Contents: Work Schedule: Page Grade 7. 2 Lesson Plans: Grade 7. 3 Rubrics: Rubric 1 13 Rubric 2 14 Rubric 3 15 Work schedule for
More informationAssertive Communication
Using assertive communication is an important part of recovery from drugs and alcohol. Being assertive can help you express your opinions and feelings, make requests of others and respond to requests of
More informationMental Health Role Plays
Mental Health Role Plays Goals: To discuss various mental health issues and mental illnesses. To discuss stigma, support and treatment options surrounding mental health issues and mental illnesses. Requirements:
More informationEffective Business Communication CHAPTER 1: Definition, Components & Non-verbal Communication
Effective Business Communication CHAPTER 1: Definition, Components & Non-verbal Communication By: Rafiullah Sherzad Lecturer, Kardan Institute of Higher Education In The Name of Allah, Most Compassionate
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationHuman Resources Training. Performance Management Training Module 2: Managing Employee Performance
Human Resources Training Performance Management Training Module 2: Managing Employee Performance Table of Contents Learning Objectives...1 Expectations Of You As A Leader...3 Setting and Communicating
More informationLesson Plan Course Title: Web Technologies Session Title: Internet Fundamentals & Background
Lesson Plan Course Title: Web Technologies Session Title: Internet Fundamentals & Background Lesson Duration: 2 Hours Performance Objective: Upon completion of the lesson, students will have an understanding
More informationGuffey, M. E., & Loewy, D. (2015). Business communication: Process and product (8th ed.). Stamford, CT: Cengage Learning.
CM 1010, Business Communication Course Syllabus Course Description Teaches the skills necessary for effective business communication such as writing business memos and reports. Also highlights techniques
More information