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Activity
Communication
Pupil Activities / Points for discussion
Materials needed
A presentation on the main elements of communication. Examples Whiteboard
are given of types of communication, verbal and non-verbal. The Presentation
teacher is encouraged to make sure that pupils enter into a
discussion when a question appears, e.g. What is Communication?
(i.e. before moving on to see the answers). At the end of the
presentation are a number of slides which contain pictures and a
question. This activity can be conducted according to preferred
choice e.g. asking them to work as a class, in groups or individually,
then reporting back to the rest of the class.
Communication
Steps
This contains notes on Communication Steps – visual, vocal, tactile, Whiteboard
introducing and greeting. The notes can be read with the pupils, but Presentation
when doing so, it would be an idea to draw attention to what is meant
by role playing e.g. ‘Body posture can also convey a message, and
sometimes body posture can give better meaning to the words, e.g.
the way a person sits; if a person sits forward in his / her chair he /
she is showing an interest, if he / she sits upright with hands placed
on his / her lap he / she appears very formal.’ This can be done also
by explaining e.g. ‘The tone of voice, tempo of the words, strength of
voice, emphasis etc can change the meaning of the words used’.
Discussing these notes would be worthwhile to promote pupils’
understanding.
Communication
– Questioning
and Listening
This presentation contains a fair amount of information. The teacher Whiteboard
will need to proceed slowly through the information to ensure that the Presentation
pupils understand every aspect of the presentation. An opportunity is
given here also to assess previous knowledge e.g. can you name
different types of questions? The teacher should ensure that the
pupils are given an opportunity to discuss and share knowledge
before they see the answers (which appear on the slides which
follow). Pupils are given the opportunity to work individually/in a
group on the final slide; using their imagination skills, they can be
asked to create a short script based on what is being said in the
conversation between the two people. They should be encouraged
to include a range of questions in the script, in order to reflect what
they have learned during the presentation.
Communication
Circle
A short presentation with regard to content, but the communication Whiteboard
circle is a very important element of the work. This includes a short Presentation
explanation of each step of the communication circle. Following the
presentation, extension work can be undertaken with the pupils e.g.
writing a script and role playing, identifying each part of the
communication circle.
Linguistic
Development
Theorists
Information / key facts about two linguistic theorists. You should read
through the work with the pupils, then, when setting the group task,
please ensure that every one understands what is expected of them,
and encourage them to work as a team in order to produce a
presentation, notes and poster which are of a good standard.
Notes
Whiteboard
Various Materials for
the task
Linguistic
Development
Quiz
The notes should be read with the pupils. The pupils will need to use Notes
the reference books in order to answer the sheet on children’s Work Sheet
linguistic development. The task may be set as an individual task or
as a paired task.
Communication
Faces and Work
Sheet
As the teacher and pupils go through the presentation, the various Whiteboard
gestures may be discussed, and opinion expressed on the message Presentation
which is visible on the individual’s face. The pupils can then be Work Sheet
asked to complete the work sheet in pairs.
Communication
Barriers
This presentation includes a fair amount of information on barriers to Whiteboard
communication. There are obvious opportunities for the pupils to Presentation
contribute to the presentation, and that should be encouraged. The
answers e.g. on slide 4, 5 etc where a question appears on top:
‘What affects communication?’ have been timed, and this gives the
pupils a chance to answer the question before seeing the answer.
The picture gives them a fairly obvious clue. The important
information, which should be remembered, appears in red, and this
should be emphasised as you go through the work. The pupils
should be given time to discuss the case study and the barriers and
they should be encouraged to express their opinion and share their
knowledge.
Physical
Gestures
A light-hearted presentation which will encourage the pupils to Whiteboard
discuss and express their opinions. A (group/paired) activity appears Presentation
at the end of the presentation and this will encourage the pupils to Work Sheet
surf the net for information.
Effective
Communication
This features a combination of questions. Scenario is employed in
some questions, and there are also factual questions. Pupils will
need to use their notes and reference books to answer some
questions. Questions can be attempted again if they have been
answered incorrectly.
Work Sheet
Reference Books
Communication
– Case Studies
This work can be set for pairs/groups of pupils. Each case study is
very different, which means that pupils should consider each study
carefully before answering the question. It would be an idea for
answers to be compared at the end of the activity so that ideas can
be shared with the rest of the class. Pupils may need reference
books to ensure that they provide the correct answers in the case of
one or two of the questions.
Case Studies
Reference Books
Communication A series of ten questions which assess pupils’ understanding of
Self-assessment communication. Pupils should be encouraged to answer these
questions on their own. They will need to use their notes (from the
presentations). The questions could be marked together at the end
of the activity.
Self-assessment
Notes
Lesson 1
Various
A lesson on interviews. Pupils will have already prepared their CV in
previous lessons. On the whole, this is a very practical lesson which
assesses the pupil’s ability to communicate effectively, and to
understand the difference between formal and informal
communication. An obvious follow-up to the activity would be
lesson/activities on working and communicating effectively in a team.
Lesson 2
After watching the video (S4C programme), there follows a semi
practical lesson on communication. Pupils will play a leading part in
the lesson, e.g. they are asked to express opinion, take part in a
conversation etc. They will be expected to work in groups/pairs and
to complete a set task.
Curriculum Links
Key Stage 4
EDEXCEL - BTEC Level 1 course in Health and Social Care
AS/A
WJEC – AS/A Course in Health and Social Care
EDEXCEL - BTEC National Diploma Course in Health and Social Care
AQA - AS/A course in Health and Social Care
EDEXCEL – BTEC National Diploma Course in Care, Teaching and Child Development
CACHE – Diploma Course in Child Care and Education
Various