 |
  |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
||||||
| Procedure | ||||||
| The actions of students and teachers and the interactions among and between students and teachers: | ||||||
|
 |
|
||||
What students need to do:
Students will learn the terminology of good communication. The class will list and examine reasons for using good communication skills. Students will view a video delineating the responsibilities of being a good speaker and then a good listener. Following a classroom discussion reviewing speaking and listening skills students will role-play how to use these skills in different situations. For homework, students will prepare a first draft of a school tour given to a new student. They are expected to be organized in their delivery of this information; using clue words, while showing specific points of interest. This first draft is reviewed by another student in the class, employing certain criteria and the students then edits their first version. A final draft is performed for the class and recorded on videotape for further analysis. Students must remember to speak loudly and clearly, modulate their voice, use facial and body gestures, and clue words while imparting this information verbally. Reviewing the taped presentation will allow all the students and the teacher to evaluate the presentation using an analytic rubric.
What the teacher does:
The teacher will have all materials needed for classes ready and available.
The teacher will facilitate discussion by asking students to list their ideas of good
communication skills.Using this list the teacher asks students to describe situations
where good communication is beneficial. Students then interpret how poor communication can
create problems and list all the things that can hinder good communication.
The teacher summarizes the students’ list and facilitates a discussion on how using
good communication could affect their future livelihood.
The teacher constructs several cooperative learning groups to jigsaw the Communications
chapter in Creative Living. This group then cooperatively completes the
Communication Terms handout.
The teacher gives each group of students different communication situations to analyze.
The teacher helps groups to work together and brainstorm alternatives for their situation.
The teacher facilitates each group’s responses for the whole class.
The teacher shows the Speaking skill portion of the video and gives the students a handout
to be completed.
Teacher verbally reviews and summarizes the answer for speaking skills handout.
Teacher gives students a handout to be completed after viewing the listening skills
portion of the video.
The teacher reviews and summarizes the answers for listening skills handout.
The teacher points out what is entailed in good communication and gives a homework
assignment to write a tour of the school to be given to a new student. A classroom
discussion defines the purpose of the tour and how each unique individual giving this tour
would then emphasize different areas of importance to him or her.
The teacher lists the criteria for evaluating a presentation.
The teacher asks several students to volunteer to read their rough draft and the class
jointly gets the opportunity to analyze these presentations and have a working knowledge
of the correction procedure.
The teacher encourages each student to review and edit their own draft first before
exchanging them with a neighbor.
The teacher spot-checks students evaluations of other student’s work and all students
are given their work back for final revision.
The teacher offers strategies for speaking effectively to a group.
The teacher tapes students’ final draft of oral presentations, having reminded them
to use appropriate verbal and non-verbal clues.
The teacher reviews videotaped presentations using an analytic rubric.
Reflects current scholarship and "best" practice:
This learning experience reflects the current scholarship and "best" classroom practice in the field of Family and Consumer Sciences by having the lessons primarily student based. The student uses an acquisition of knowledge to construct a written assignment, which is self-edited and then peer reviewed. Each student is given a chance to revise their written work, using clearly defined strategies. The final product is videotaped and again reviewed. Each step of the way uses a distinctly higher level of thinking and problem-solving abilities. Students are encouraged all through this process to reflect on their own skills and abilities and understand how improving these skills will benefit them in their immediate world and in their future.
Incorporates technology:
This communication skills unit uses technology to enhance learning and to assess student performances. The use of the videotape machine allows the students to be able to view themselves after giving their presentations. In a calm and unhurried atmosphere the students can assess their use of verbal and non-verbal communication skills in giving a (convincing) performance. It allows students to confirm the teacher’s analysis as to the skills still needed to improve.
 |