FETAC Level 3 Communications - 3N0880
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
FETAC Level 3
Communications
3N0880
Workshop • This workshop is for tutors teaching FETAC/QQI Level 3 Communications. The workshop aims to give tutors new and exciting ideas and materials so students can cover all of the learning outcomes in a creative way and thereby ease the accreditation process. The workshop will include samples, plans and notes which you can access.
2-Minute Mixer (Speed Dating!)
• Get up, pair up, and chat for 2 minutes with each other about
whatever interests you. I’ll be the timer. When 2 minutes are up,
everyone is to find a new partner and chat for the next 2 minutes.
• Don’t know how many people you will meet! Or where it might lead!
Please
don’t do
this!
Not just fun…
• That activity could have covered Level 3
Communications, learning outcomes: 3.2
(interpersonal communication), 3.3
(nonverbal signs), 3.4 (initiating a
conversation), 3.6 (questioning
techniques)…….
WOW!
Mmm….time to think….
• Let’s try and answer some questions…please
see separate worksheet. (Lateral thinking)
• You have 2 minutes only to complete it!
• No talking!
Let learners know that it
doesn’t matter if they get
NONE right! The questions
are intended to trick you!
Again…not just fun….. • This activity could have covered Level 3 Communications learning outcomes: 1.2 (reading a range of texts), 1.3 (using a range of reading techniques), 1.4 (extract main ideas from questions), 2.2 (write to support learning), 3.6 (using questioning techniques), 3.4 (expressing opinions) • Isn’t that great??
Behind the scenes: No matter how exciting your classes are, you need the basics: • Have high expectations • Create effective classroom procedures to keep disruptions to a minimum - apply effective classroom management skills • Continually grow in your profession • Help students move up through Bloom's Taxonomy • Vary your instructional techniques • Be transparent with students about how to succeed • Relate the content to their lives • Keep the level in mind • Use themes / topics • Have fun • Use humour • Include blended learning • Allow for diversity • Plan integration
Bloom’s Taxonomy
Worth mentioning again….. • Digital Literacy is as important as Literacy and Numeracy! Incorporate technology into as many activities as you can. • Blended Learning = the way e-learning is being combined with traditional classroom methods and independent study
Plan • Read the component specification from FETAC • Read your centre’s programme • Work out a plan for the course, grouping learning outcomes together, creating themes • Devise an assessment plan, assessment briefs • Provide an overview of the programme to students (first day) • Again….. plan integration! (within Communications and other modules the learners are doing)
How to make it more exciting?
• We are stuck with the learning outcomes!
The have to all be included!
Outline a limited range of reading techniques Interpret common signs, symbols and non-verbal
messages
Use questioning techniques
Interact with others through a limited range of
Use drafting, proof reading, spelling and current electronic and social networking
sentence structure technologies
Write to support learning Extract the main facts
Narrate observations, events, experience,
feedback and procedures Combine
Read a limited range of different texts
them!From the FETAC specification…. • Assessment of a number of components may be integrated across programmes for delivery, provided that the learning outcomes of each minor award are assessed. • Group or team work may form part of the assessment, provided each learner's achievement is separately assessed. • All learning outcomes must be assessed. • 'Successful' indicates that the learner has achieved all of the learning outcomes for the award with some supervision and direction.
Grid of Level Indicators
Forms of assessment • Most programmes will contain the following: (please check your centre’s programme) • The collection of work may include work sheets, diagrams, cloze tests, multiple choice statements or other appropriate evidence. Any audio or video evidence must be provided on disk. • Try to avoid a whole stack of unrelated/haphazard worksheets. Use themes and topics for cohesion.
Assessments Students well prepared Integrate learning outcomes to reduce assessments Relevant Checking that the learner has grasped the concept Different types of assessment
Different teaching methods
• Use open-ended questions
• Give opportunities for independent learning
• Use audio-visual presentations, e.g. YouTube
clips, slide shows, DVD clips
• Use demonstrations
• Go on field trips that are relevant – they don’t
have to be far away!
• Brainstorming ….etc!
More ideas welcome!Reading Ideas • Newspaper articles (local, national) • Short stories • Magazines • Poems • Websites • CD/DVD covers • Blogs • Packaging • Facebook • Instructions • Twitter • Adverts • Quizzes • Reviews • Emails • Board games • Bills • Leaflets • Notices • Posters • Labels, e.g. medicine • Maps • Captions • Receipts • Directions • Calendars / diaries • Novels • Tickets, e.g. concert • Lotto ticket • Classified ads • Competitions • Menus • Sports information, e.g. scores • Timetables • Song lyrics • Catalogues • Advice columns • Horoscopes • Contracts
Scanning a recipe….Chicken Tikka Masala
You have
20 10 minutes preparation time
seconds to 30 minutes cooking time
read this! Serves 4-6
By Matthew Martin
Ingredients Method
500g boneless chicken
2 tbsp vegetable oil 1. Fry the onion and garlic gently
Half an onion or 2 shallots in the oil. Add the chicken pieces
and fry until golden brown and
2 cloves garlic
cooked all the way through.
1 large jar tikka masala sauce 2. Add the sauce and simmer for
100ml plain yoghurt 5 minutes.
To garnish 3. Add the yoghurt and stir
Flat leaf parsley through the sauce.
4. Serve the chicken with rice.
A lemon (cut into wedges)Questions! 1. Whose recipe is this? 2. How many cloves of garlic are used? 3. What kind of chicken should you use? 4. How long should you simmer the sauce? 5. What kind of oil should you use? 6. What should you use to garnish? 7. How long is the preparation time?
Learning Outcomes covered in previous lesson • 1.2 Read a limited range of different texts, including social material, to include identification of key features • 1.3 Use a limited range of reading techniques to locate specific information in short pieces of text to include skimming, scanning • Extension: 2.1 Use drafting, proof reading, spelling and sentence structure that is fit for purpose to include simple instructions (writing a recipe), 3.2 Identify the principal factors affecting everyday interpersonal communication, to include effective listening and speaking (listening to video clip – recipe, making notes, discussing different recipes, discussing cooking, e.g. how to get the best roast potatoes, etc.) Can you think of other activities?
Reading Idea
• www.freereadingtest.com (speed reading)
Levelled speed
readingShort, relevant reading texts!
It's probably safe to say if you won the Lotto you'd
know about it. Hey, you'd be shouting it from the
rooftops, right? So it's hard to believe that there's
millions sitting in unclaimed prizes in Lottery HQ,
including 11 jackpot winners!
Not just that, but thousands of insurance policies,
bank deposits and post office accounts are all lying
there, dormant, waiting on their owners to claim
their money. The Prize Bond people have €1.9m in
unclaimed prizes.
In fact, there's a total of €600m estimated to be in
dormant accounts in the past nine years which has
either been forgotten about or the owner has died.
If you think you might have one, contact the Irish
Banking Federation (ibf.ie).
Our biggest bugbear is the €1.9m owing to
customers of Dublin Bus who overpaid their fares --
it's only refundable by a trip to Head Office. Why
make it so hard?
Which learning outcomes could we cover with this reading text?Reading and thinking…..
Reading and thinking cont.
• www.abbeytheatre.ie (Abbey Theatre)
Good Websites
• www.anpost.ie (An Post)
• www.bordbia.ie (Bord Bia)
• www.citizensinformation.ie (Citizens Information)
• www.dublinzoo.ie (Dublin Zoo)
• www.hsa.ie (Health and Safety Authority)
• www.iws.ie (Irish water safety)
• www.rsa.ie (Road Safety Authority)
• www.rte.ie (RTE)
• www.checktheregister.ie (Check the Register of Electors)
• www.motortax.ie (Motor Tax)
• www.revenue.ie (Revenue)
• www.youtube.com (Youtube)
• www.twitter.com (Twitter)
• www.gov.ie/sites/ (List of government websites)
• www.donedeal.ie (Buying and selling)
• www.ebay.ie (Buying and selling)
• www.facebook.com (Facebook)
• www.boards.ie (Irish bulletin board)
• www.daft.ie (Property to buy or rent)
• www.paypal.com (Paying for goods online)
• www.independent.ie (Irish Independent)
• www.tv3.ie (TV3)
• www.lotto.ie (National Lottery)Writing Ideas
• Emails • Business Cards
• Blogs • Short stories
• Tweets • Text messages
• Messages • Notes
• Invitations • Directions
• Poems • Instructions
• Classified ad (Done Deal)
• CVs
• Captions
• Letters (formal)
• Notices
• Lists • Recipes I love
• Graffiti • Menus cooking
• Posters my family
• Speeches
and pets
• Diaries • Forms
• Job applications • SchedulesPoint out why spelling is important!
Everyone is a poet!
• The Diamante poem is shaped like a diamond, which is a part of its name. The
origins of the name Diamante is Italian. There are no complete sentences in this
poem. There are seven lines in the poem comprised of a single word or a set of
a few words in each line.
Line 1: One word - the subject Playground
Line 2: Two adjectives describing the subject Enormous, busy
Line 3: Three "ing" words about the subject Screaming, shouting, yelling
Line 4: Four adjectives describing the subject Noisy, boisterous, excited, energetic,
Line 5: Three "ing" words about the subject Running, jumping, playing
Line 6: Two adjectives describing the subject Hot, sunny
Line 7: A synonym or an antonym the Paddock
subject
Try other
NOW YOU TRY ONE! formula poems!Interpersonal Communications • Chinese Whispers • Arguments • Charades • Guest speakers • Conversations • Job interviews • Listening tests • YouTube clips • Oral presentations • Online chats/forums • Debates • Radio segments • Speeches • Movie snippets • Telephone calls • Songs • Skype • Plays • Class trips • Mime
OH! Directions: Say the word ‘oh’ differently, giving it the following interpretation or meaning each time: 1. Shock 2. Pleasure 3. Questioning 4. Doubt 5. Displeasure 6. Detachment 7. Resentment 8. Anticipation 9. Surprise 10. Meaning the letter in the alphabet between n and p
Listening Exercise Paper Folding – Listen to the instructions and follow them. Conclusions : • We don’t all start with the same base (some held their piece of paper vertically or horizontally) so we don’t all have the same results • Some interpreted to rip a piece of paper as removing a big piece, some as a small piece • Having eyes closed = not receiving feedback on our performance • Some instructions appear vague to some and clear to others.
Which shape are you? Without thinking, choose which shape you are. Read the descriptions (separate) and discuss accuracy or inaccuracy of descriptions.
Discussions! A customer goes into a shoe shop and buys a pair of shoes that have been marked down in a sale to €12. He pays for the shoes with a €20 note. The sales associate does not have change at that early hour of the morning, so she asks him to wait and runs next door to the bookshop. The bookshop owner exchanges the €20 note with a €10 note, a €5 note, and five €1 notes. The salesperson then returns to her customer and gives him €8 in change, and he leaves the shop with the shoes. Later in the day, the bookshop owner discovers that the €20 note is a counterfeit and calls the police who are on their way. The shoe shop sales associate is very upset and gives the bookshop owner another €20 note out of her cash register. The question is: how much actual cash (not including the value of the shoes) is the shoe shop sales associate out of pocket now?
Answer……. Answer The correct answer is €8. The counterfeit note was only a worthless piece of paper and does not count. All that matters is that the shoe shop sales associate received €20 from the bookstore owner, which she returned to him, so the transaction cancels itself out. Therefore, all she has lost is the €8 change she gave to the customer. This, however, does not include the value of the shoes that the customer left the store with after purchasing them with phony money.
BINGO! • Get into pairs. • Listen to the statements being called out and cross out the ones that apply to either of you. • Get two straight lines to win! • Look up ‘People Bingo’ online, change descriptions to suit your learners
Are you Alert? • Put random objects around the room and during the lesson discretely remove them. Then ask questions about them to see who remembered what. • This discussion can lead into learners completing 3.5 – narrating observations, experiences, etc…
Look at this for
60 seconds to see
what you can
Test your memory…
remember!What’s different?
Topic for discussion….
Boost your memory!
Research suggests that you can boost your memory by exercising it daily.
There are lots of ways of doing this.
For example, try thinking in a different way, or flex your brain by trying to recall details you
haven't thought of for years.
Try these brain exercises
• Can you remember 10 details about your first day in the centre?
• Can you remember 15 details of your life when you first heard Princess Diana had
died? For example, where were you living? Who were your friends? What did you
enjoy doing in your free time?
Next time you're on a bus or in the car, limber up your memory by thinking of as many
words as possible that begin with the letter A, then work your way through the alphabet.
Make it into a game with a friend and both try to recall every country beginning with the
letter A, then B, then C and so on.
Or try remembering a list of objects or people from one category in the space of one
minute - for example: capital cities, famous scientists or types of fruit.
It won't be long before flexing your memory pays off making your memory more
adaptable and more nimble.Interpret… • Graffiti artist: Banksy
Use the Write On Website!
Let’s work out a lesson….. • Get into pairs or groups • Look at learning outcome 1.4 • Write an outline for a possible lesson – think of a theme or topic • Try to integrate as many other learning outcomes as you can! • Try to think of exciting and new ways of delivering your lesson!
Thumbs up to BLENDED LEARNING
and INTEGRATION!
Thanks for
listening!
Good Luck!
jannatiearney@cmetb.ie
Notes and resources will be
available on the NALA website.You can also read
