Understanding Non Verbal Communication And Email

Ask students if they have and questions or concerns they would like cleared up before moving into the activity.

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

One way I elicited students’ responses was to first tell them my expectations. The reason I do this is so the students understand what they need to be doing. For example; in my first video clip at 1:19 I model what I want my students to do with the bucketing worksheet. I show them specific examples from each reading and what notes I wrote in the note section. This way when they do it, they know what to do. We can see that this worked at 4:06 in my first video clip. Here I ask my students what notes they took down and the reasons they saw for people opposing the Constitution. Since they saw me model it and knew what I expected from them multiple students raised their hands to share the notes they took. The information that they shared was critical

Students then can share one unique term or connection that their partner had on their map with the whole class. Encourage students to write idea that are mentioned that they may not have written their paper.

The students will share their ideas and teacher will write them on the board. The students will also fill out this information on their thinking log.

This will train your students to work and think rapidly! Find games or activities where students needs to solve a problem together really showcases their collaborative learning. One way is called ‘Human Knots’ where students work in groups of 6 or more and you stand in a circle with your arms crossed at the wrist. Next, they need to grab the hands from 2 people standing in front of them. When everyone has done that, they need to figure out and work together to untangle themselves.

Throughout this part of delivery I make sure by the end they will have an understanding of self-empowerment by communicating our body language, tone and words in union. I then show a clip on the screen on communication and ask them to write a review on what they observed which is then shared among the class. The learners are then put into pairs to complete a quiz on verbal and non-verbal communication to help me identify that the topic has been understood.

Then, have students search the U.S. Patent Office Home Site to determine if their ideas have already been designed or listed. While they are there, have them check out the Inventor Resources page. Have parents get involved by helping students fill out a provisional patent application. After researching the site myself, I was tickled to find there was a prototype for a notebook that velcroed to your belt. It was intended for police officers, but I don’t think I’ve ever saw one. Find some examples of your own to share with students and have them discuss why some inventions are not widely known or seen.

Have campers come up with their own riddles and puzzles and share with the rest of the class.

Go around the classroom and go to each trainee one by one to choose an item.

How can I orchestrate the discussion so the students summarize the thinking in the problem and share their ideas?

Our procedure often started with an introduction called “Awaken Enthusiasm”, where we asked the kids to have a review on what we learned last week and then asked them questions about our lesson this week, such as “Has anyone ever experienced…” or “Does anyone want to share…”. After that, we would break up into our natural teams and had discussion. The teacher of the class had divided the team and each instructor would have five or six kids in her team. Then the whole class would have an activity together, what we called “Direct Experience”, like planting peas, predator and prey game, and local food vs. long-distance food race game. Finally, we would pass out natural journals, which could be either a homework testing kids on today’s lesson, or drawing a poster with a slogan created by kids themselves.

Have each student write a brief statement about how s/he would change the assignment to allow for greater retention of material.

* Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle.