charleslaugier.rocharleslaugier.ro/ · This project is funded with support from the European Commission. This document reflects the views only This project is funded with support

This project is funded with support from the European Commission. This document reflects the views only This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

KA 2 - Strategic Partnership for Innovation and the Exchange of Good Practices

"Hard-Soft Skilling-Charting your Career Path"

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OUTPUT 06:TEACHING GUIDE

Author: Pilar Belloc, Institut Europa, L’Hospitalet del Llobregat,Spain. in collaboration with: Olivia Nicolae and Corina Ionescu, Liceul „Charles Laugier“, Craiova, Romania

Lyubima Konstantinova, Nadiya Milusheva, Iliya Valchev, Yana Stoyanova, Bogdana Kostadinova. Professional High School of Economics "Ivan Iliev" Blagoevgrad, Bulgaria Daniel Matkovic, Lycée Clos Maire, Beaune, France Christian Altmann, Berufliche Oberschule Erlangen, Germany Carla Sbarbati, Giulia Chesi, Daniele Laurente di Biasio and Felice Santilli,

IISS “Charles Darwin”, Rome, Italy

Luís Nunes, Agrupamento de Escolas do Fundão, Portugal Ayşe Musaoglu,Duygu Şeneglu,Özlem Aşam, Ayçin Çilkin, Gümüşpala Mesleki ve

Teknik Anadolu Lisesi, Turkey




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Table of contents

RATIONALE __________________________________________________________________ - 5 -

TEACHING GUIDE DESCRIPTION __________________________________________________ - 7 -

Participants __________________________________________________________________ - 8 -

End of the course syllabus assessment ____________________________________________ - 9 -

Module 1- WHAT EMPLOYERS WANT ____________________________________________ - 10 -

MODULE DESCRIPTION ____________________________________________________________ - 11 -

SUMMARY OF THE CHAPTER ________________________________________________________ - 12 -

Student self- assessment (pre-post test on the topic) ____________________________________ - 13 -

Pre/post-test on the topic __________________________________________________________ - 13 -

Job advertisements-general knowledge test ___________________________________________ - 13 -

Activities ________________________________________________________________________ - 15 -

Teacher’s evaluation ______________________________________________________________ - 20 -

BIBLIOGRAPHY ___________________________________________________________________ - 20 -

Module 2- PERSONAL SKILLS ASSESSMENT ________________________________________ - 21 -



PRE/POST TEST ON THE TOPIC _______________________________________________________ - 24 -

Activities ________________________________________________________________________ - 25 -


BIBLIOGRAPHY ___________________________________________________________________ - 35 -

Module 3 – CAREER PLAN MODEL– Discovering your Hidden Skills _____________________ - 36 -



Student self- assessment (pre-post test on the topic) ____________________________________ - 39 -

Activities ________________________________________________________________________ - 40 -


WEBOGRAPHY ___________________________________________________________________ - 49 -

Module 4: USEFUL TIPS FOR YOUR CAREER ________________________________________ - 50 -




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Student self- assessment PRE/POST TEST ON THE TOPIC _________________________________ - 53 -

Activities ________________________________________________________________________ - 54 -


BIBLIOGRAPHY ___________________________________________________________________ - 64 -

Module 5 – Team building _____________________________________________________ - 66 -



PRE/POST TEST ON THE TOPIC - ARE YOU A GOOD TEAM WORKER? (Team Building skills test) ___ - 70 -

Activities ________________________________________________________________________ - 74 -


BIBLIOGRAPHY ___________________________________________________________________ - 85 -

Module 6: COMMUNICATION SKILLS _____________________________________________ - 86 -



PRE/POST TEST ON THE TOPIC _______________________________________________________ - 91 -

Activities ________________________________________________________________________ - 93 -

Teacher’s evaluation _____________________________________________________________ - 133 -

BIBLIOGRAPHY __________________________________________________________________ - 133 -

Module 7 – PRESENTATION SKILLS ______________________________________________ - 137 -

MODULE DESCRIPTION ___________________________________________________________ - 138 -

SUMMARY OF THE CHAPTER _______________________________________________________ - 140 -

Activities _______________________________________________________________________ - 141 -


BIBLIOGRAPHY __________________________________________________________________ - 153 -

Module 8: PROBLEM SOLVING AND DECISION MAKING_____________________________ - 154 -

MODULE DESCRIPTION ___________________________________________________________ - 155 -

SUMMARY OF THE CHAPTER _______________________________________________________ - 157 -

Student self- assessment (pre-post test on the topic) ___________________________________ - 158 -




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Activities _______________________________________________________________________ - 160 -


BIBLIOGRAPHY __________________________________________________________________ - 200 -




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RATIONALE

The Teaching guide is a useful resource kit that gives guidance and support to the teaching toolkit,

a source of materials offered to the students and included in the Optional Course Syllabus of the

Project called “Hard-Soft Skilling-Charting your Career Path”and consists of 8 modules (4 career

oriented and the other 4 focused on high transversal skills development). According to the general

aim of the project, it will help students face the future challenges they will find when they finish

their studies and enter in the labour market. We have to prepare and help them achieve their goals

and success in life.

The aim is of this guide is to provide teachers a framework for engaging students in activities and

lessons that will allow them to gain a greater understanding of the labor market requirements. It

will be designed to offer teachers accessible ways to approach learning about developing high

transversal skills, as well as the opportunity to make the best of using them for career building

purpose. It will include fundamental concepts of cross curricular approach with stimulating ideas

for including the teaching material as integrating part of the on-going teaching activities for several

domains, reflection on how to navigate through the work related materials available either paper-

based and on-line, lesson planning and schedule, practical information on all aspects of the

instruction. The teaching notes will offer guidance on how to deal with the material of each module.

All the materials are grouped in sections where it is specified the best methodological approach.

Sample lessons plans will be created for each module and practical examples to apply the materials

will be provided. Supporting information will be added.

The teachers of the eight European countries taking part in this project have elaborated a kit of

materials corresponding to one of the 8 modules, offering students a lot of different activities with

the aim to prepare them for the challenging they will find when they try to enter in the labour world

.

The teaching guide offers guidance to the teachers indicating how to use these resources, offering

an active methodology based on the major objectives of the project: to develop employability

through basic high transferable skills acquisition, maximize learning potential, encouraging self –

reflecting and critical thinking on how to use these skills to chart their career path, using these

creative tools for self-promotion.




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All these materials will be continuously revised and updated and other additional topics can be

added and can be used in vocational or general schools.




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TEACHING GUIDE DESCRIPTION

This guide is divided into 8 modules, 4 career oriented(Employer requirements, Personal skills

assessment, Career plan model, Useful tips for your career) and the other 4 focused on high

transversal skills development( Team building, Communication skills, Presentation skills, Problem

solving and decision making). Each country has been responsible of elaborating a module, looking

for the most suitable, innovative and creative materials according to the topic and always taking

into account the main object of the project, it means: “to develop employability through basic high

transferable skills acquisition, to maximize learning potential, encouraging self –reflecting and

critical thinking on how to use these skills to chart their career path, using these creative tools for

self-promotion”.

Each module has different activities (role plays, group work, individual, interacting students with

students) to help and prepare students for their future career, taking into account the labour market

requirements. Innovative and active methodology has been used in all the activities, most of them

focused on students’ learning, more than in teacher. So, the students can use them on their own,

they don’t need the teacher and can work in pairs, groups and get feedback from their peers.

As there are so many different ones, grouped according to the module, students can decide,

according to their weakness points and needs, the ones they should do.

In each module there is a self-assessment test to help students know better about the weak points

they should improve. All these methods are explained here in the teaching guide, where the

teachers can find useful resources based on the implementation of the new methodologies.

Assessment sheet and bibliography are provided too.




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Participants

Olivia Nicolae, Corina Ionescu, Liceul “Charles Laugier”, Craiova, Romania.

Lyubima Konstantinova,Nadiya Milusheva, Iliya Valchev, Yana Stoyanova, Bogdana Kostadinova.

Professional High School of Economics "Ivan Iliev" Blagoevgrad, Bulgaria

Daniel Matkovic, Lycée Clos Maire, Beaune, France

Christian Altmann, Berufliche Oberschule Erlangen, Germany

Carla Sbarbati, Giulia Chesi, Daniele Laurente di Biasio and Felice Santilli, IISS “Charles Darwin”,

Rome, Italy

Luís Nunes, Agrupamento de Escolas do Fundão, Portugal

Ayşe Musaoglu,Duygu Şeneglu,Özlem Aşam, Ayçin Çilkin, Gümüşpala Mesleki ve Teknik Anadolu

Lisesi, Turkey

Pilar Belloc, Institut Europa, L’ Hospitalet del Llobregat, Spain




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End of the course syllabus assessment

After the self-assessments of each module, students should complete this table:

!! I need more practice/ ! I could do this better / . I am satisfied / .. I can do this very well

SKILLS !! ! . …

What employers

want

Personal skills

assessment

Career plan model

Useful tips for

your career

Team building

Communication

Presentations

Problem solving

and decision

making

# It can be useful for teachers, to realize if more reinforcement is necessary.




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HARD-SOFT SKILLING-CHARTING YOUR CAREER PATH

Output 6 –Teaching guide

Module 1- WHAT EMPLOYERS WANT

Author: OLIVIA NICOLAE and CORINA IONESCU

School: LICEUL “CHARLES LAUGIER”, Craiova, Romania




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MODULE DESCRIPTION

The module intends to help students learn to decode essential information available on the labor

market which may help them improve their chances in finding a job. To learn how to decode the

message sent in job advertisements, to analyze it and to become able to respond to it

accordingly using it to their advantage.

Aims/Competences:

1. To decompose a job advertisement into its main parts

2. To understand the required set of skills

3. To synthetize relevant information relevant to meet requirements

4. To present the information required in a logical sequence

Sections

1. What parts can you identify in a job description?

2. What skills are requested?

3. What skills should be associated with that type of job?




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SUMMARY OF THE CHAPTER

Title of the activity

Brief description

Pre/post test Checking knowledge on the topic.

How to find a job

Lesson meant to broaden students awareness of the

diversity of job searching possibilities.

How to ”decode” job adds

Lesson aiming at decoding employers’ job description

by interpreting and managing information, adapting it

to personal use.

Teacher’s evaluation

List of teaching difficulties and possible solutions.

Bibliography




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Student self- assessment (pre-post test on the topic) Pre/post-test on the topic

Job advertisements-general knowledge test Choose the best option:

1. What is a job advertisement?

a. A paid announcement in a newspaper or any other medium

b. A warning to get a job sooner

c. A TV commercial

2. Who are the job advertisements created by?

a. Human resources or external recruitment agencies

b. The owner of the company

c. The secretary of the company

3. What is the purpose of the job advertisement?

a. To show it is a big company/firm

b. To attract suitable candidates for the position

c. To announce someone left the company

4. Any job advertisement includes:

a. Questions about your hobbies

b. Knowledge, experience and skills

c. Information about the payment

5. An efficient job advertisement must contain :

a. Capital letters and over-designed graphics in order to catch attention

b. Clear and relevant information

c. Long and detailed descriptions of the ideal candidates

6. A job advertisement should be no more than:




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a. A full page

b. Half a page

c. A quarter of a page

7. The first paragraph:

a. Should include detailed information about your work experience

b. Should grab the reader’s attention

c. Should include information about benefits

8. An advertisement can reduce the number of jobseekers having the right profile simply

stating:

a. The title of the job,

b. The education and experience requirements

c. The salary

Job advertisements-general knowledge test- Answers

1. a 2. a 3. b 4. b 5. b 6. c 7. b 8. b




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Activities ACTIVITY 1: HOW TO FIND A JOB

Description: The lesson is meant to broaden students

awareness of the diversity of job

searching possibilities.

Strategies

Distinguishing relevant from irrelevant

information by identifying and analyzing

resources;

Making predictions.

Transferring knowledge into new contexts.

Identifying similarities and differences.

Objectives:

Given guidance, students will be

able to accurately identify the

main types of media used for job

advertising.

Exploring different resources,

students will be able to accurately

find job information.

Procedure:

1. Warm-up - The teacher asks the students to

think of jobs that used to be in the past, jobs

which are fashionable now and jobs which

might be available in the future and divide

them in the 3 columns. Then, in groups, the

students must identify reasons for certain

jobs being fashionable in certain periods of

time and how people applied/apply or will

apply for them.)

2. The teacher divides the students into groups

and ask students to make a list of media

where they could find a job e.g. Newspapers,

Internet, Public places, Networking, etc.

then discuss the advantages and

disadvantages of each type of media.

3. The teacher presents different job ads taken

from different sources and asks the students

to match the source to the correct source

http://www.criticalthinking.org/resources/TRK12-strategy-list.cfm#s31




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(see activity 1 Where is the job

advertisement taken from?, Module 1,

Teaching toolkit)

4. Presentation of the web directory

http://www.hardsoftskilling.eu/index.html

5. The teacher asks students to write a

paragraph about their ideal job and where

they expect to find information about

6. Then, each student should try to find a

similar job to the desired one either in their

own country or abroad using the web

directory or other sources of information

7. In groups students are required to make a

list of searching tips

Schedule: 50 minutes.

Materials Worksheets, Internet websites, PPT-

presentations.

Tips:

Teach students to look for a job

also on the companies’ websites;

Explain that students should be

careful with the false job ads;

Advise students to keep record of

the sources they have searched

and the jobs they have applied for.

Evaluation:

Observing students accuracy in identifying the right

sources of information and present them logically.

The students are able to identify a relevant number

of jobs.





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ACTIVITY 2: HOW TO “DECODE” JOB ADDS.

Description: The activity intends to

familiarize students with

decoding employers’ job

description by interpreting and

managing information,

adapting it to personal use.

Strategies used: Clarifying and analyzing the meanings of words or phrases;

Making interdisciplinary connections - understanding possible causes

of misunderstandings;

Making plausible interpretations;

Exploring implications and consequences.

Objectives:

Given a job

advertisement, the

students will be able to

decompose it into its

main parts with

accuracy.

Students will be able to

synthetize relevant

information in order to

meet specific

requirements.

Reading job adds,

students will be able to

recognize and decode

vocabulary correctly.

Procedure: 1. Brainstorm success criteria for obtaining a job:

e.g. confidence, knowledge, emotional control then the

teacher provides students with a set of “incentives” and asks

students to name a job which matches the mentioned

criteria.

Good

salary

Flexible

working

hours

Bonuses Job

satisfaction

Travelling Growth

opportunities

2. The teacher presents the typical parts composing a job

advertisement.

3. Dividing the class into groups, the teacher gives each group a job

ad and asks the students to read the ad and fill in the information

required in the worksheet( see Activity 2- Decomposing job

advertisements, Module 1, Teaching toolkit).

4. The teacher sticks on the blackboard cards containing words

taken from various job advertisements and asks students to

guess what they mean, giving definitions for each




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word/phrase( see Activity 3 -What are employers really

looking for?, Module 1, Teaching toolkit)

5. The teacher provides students with a series of words taken

from various job advertisements. The students have to decide

if they are more suitable to attract men or women candidates

and then motivate their choice( see Activity 5- Best for men or

for women?, Module 1, Teaching toolkit).

6. Students are required to write down things to keep in mind

regarding job advertisements on slips of paper. The teacher

provides the worksheet and students compare what they

have written with the things written on the worksheet

received. As a result they extend the worksheet. (see Activity

6 Important things to keep in mind about job adverts, Module

1, Teaching Toolkit).


Materials: Worksheets, cards.

Extra activity: The teacher presents students a list with abbreviations in job

advertisements and teach them to decode it

(see Glossary of terms, Module 1, Teaching toolkit).

Tips:

Teach students to:

Look for key words to

help understand the

exact requirements!

Evaluation: -Students recognize the job advertisement structure;

-Students’ accurately decode the vocabulary related to the topic.




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Make sure students

understand the hidden

meaning of words that

sound good!

Try to find a connection

between the job offer

and their needs!

Compare their skills to

the ones required in

the job advertisement!

Don’t bother reading

further if their studies

do not match the

requirements!

Pay attention to

acronyms and make

sure they understand

the meaning.




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Teacher’s evaluation Difficulties on teaching this module

Scarcity of teaching materials.

Difficulty in adapting information and vocabulary to the students level.

Dependency on internet connection.

Difficulties in activating interdisciplinary knowledge.

Lack of time to practice the skills acquired sufficiently enough.

Possible solutions

Use and permanent update of the Hard-Soft Skilling-Charting your Career Path Teaching

toolkit and Employment web directory.

Courses in the multimedia lab.

BIBLIOGRAPHY(web sides and books used by the teachers to create the activities)


Hard-Soft Skilling-Charting your Career Path-Teaching toolkit

Sonmez, J.(2014), Soft Skills: The software developer's life manual, Manning Publications





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Module 2- PERSONAL SKILLS ASSESSMENT

Authors: Ayşe MUSAOĞLU

School: GÜMÜŞPALA MESLEKİ VE TEKNİK ANADOLU LİSESİ




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MODULE DESCRIPTION Description

The module will guide students towards gaining insight on the most used transversal skills and

personal skill self-assessment. The learning aim is to assess personal information, select and self-

reflect on it.

Aims/Competences:

1. To identify personal skills from a given set. 2. To match skills with appropriate jobs. 3. To compare and contrast the difference between employee and employer skills. 4. To gain awareness of personal job expectations. 5. To create his own employee job profile. 6. To evaluate information.

Sections:

1. What are the most common required transversal skills?

2. What skills are necessary for a specific job?

3. What are the advantages and disadvantages of having your own business?

4. What are your job expectations?

5. What is your employee profile?




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Title of the activity Brief description

Personal Interests,Personal Traits,

Self Confidence,Personal Skills

Sentence Completion

Offering plausible interpretations

My Skills,Personal Qualities Matching skills to jobs

My Employee Profile Creating a template

Creating an employee job profile

template.

Are you the type of person who can run a

business?

Questionnaire

Clarifying issues, conclusions

What Are My Transferable Skills? Identifying the transversal skills

the circle of viewpoints

Analyzing Transferable Skills Sentence Completion

Transferring knowledge into new

contexts

My Profile

Chart Completion

Evaluating yourself in all aspects




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PRE/POST TEST ON THE TOPIC

1.What can you say about your strengths?

2.What are your weaknesses?

3.What do you know about your skills?

4.Which jobs do your skills correspond to?

5.What do you know about the most common transversal skills that employers want?

6.What are your competences in transversal skills?

7.How can you assess/evaluate yourself?

8.What are the advantages/disadvantages of having your own business?




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Activities ACTIVITY 1-2-3-4: PERSONAL INTERESTS, PERSONAL TRAITS, SELF CONFICENCE, PERSONAL SKILLS.

Description: The activities will guide students to gain insight and broaden their awareness of themselves.

Strategies:

The circle of viewpoints

Asking and answering questions

Positive self-image.

Criticism acceptance.

Objectives:

To assess personal

information, select and self-

reflect on it.

Procedure:

Let the students think about themselves on the spot

Give them some time to brainstorm

Ask a few questions such as 1. What are your interests? 2. How can you describe yourself? 3. What are your abilities? 4. What do you like doing most? 5. What can you say about your strengths and

weaknesses? 6. Is there anything bothers you about your

personality? 7. Which traits you have, do you like most?

After getting the answers, each student are able to

complete the given sentences with plausible

interpretations

Make the students work in groups and in pairs to

be able to gain positive self-image

In group work, students will be able to share their viewpoints and statements on how they can express themselves better.




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Solutions: Students’ own answers.

Materials Videos and Internet websites can

be used to diversify their

expressions.

Extra-activities:

Tips:

Guide students to watch

videos related self-

expression and to use the

websites.

Let the students generate

as many adjectives as they

can to express themselves.

Evaluation: Teachers are able to evaluate the students’ answers according to the interests, traits, skills related words.




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ACTIVITY 5-6 MY SKILLS-PERSONAL QUALITIES.

Description: Students are able to identify personal skills from a given set and match their skills to corresponding jobs individually.

Strategies:

Compare and contrast.

Matching.

Objectives:

To identify personal skills

from a given set.

To match skills with

appropriate jobs.

Procedure:

Students are asked for identifying personal skills from a given set.

After identifying their skills, teachers should guide them to match their skills with appropriate jobs.

Schedule: A class session

Materials: Internet website for extra information.

Extra-activities: http://www.careers.govt.nz/tools/skill-matcher/

Tips:

-Guide the students to look for jobs

related to their skills for an extra

activity

Evaluation: Students are just able to gain awareness of their skills and corresponding jobs.

http://www.careers.govt.nz/tools/skill-matcher/




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ACTIVITY 7 MY EMPLOYEE PROFILE

Description: Students will be able to create their

own job profiles through a situation

given.

Strategies:

Assessing sources of information

Making inferences, predictions or interpretations.

Negotiate.

Questioning.

Objectives:

To create their own employee job profiles.

To compare and contrast the difference between employee and employer skills.

To gain awareness of personal job expectations.

Procedure:

By writing the title on the board to take attention, students are expected to tell their ideas about the topic.

Then the following questions can be asked 1. Which qualifications do you need an

employee should have? 2. What kind of information do you need to

inquire about an employee you will be able to work with?

Qualifications the students need as an employer can be classified.

Taking into consideration the sample situation, students should be guided to create their employee profile and write a job description.

Schedule: A class session.

Solutions: Students’ own answers according to the job profile given.

Materials: Paper sheets.

Extra-activities: Drawing a chart.




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Tips:

Make them think about all

the qualifications and skills

both an employee and an

employer should have.

Evaluation: All students are expected to draw a chart with the titles of

CV content.




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ACTIVITY 8: ARE YOU THE TYPE OF PERSON WHO CAN RUN A BUSINESS?

Description: The activity intends to gain

awareness of running business and

also is a guidance for students for

inferring and interpreting the

advantages and disadvantages of

having their own business.

Strategies:

Self-motivation and independence in carrying

out work.

Desire for personal and professional success.

Challenge or risk taking.

Objectives:

To be aware of advantages and disadvantages of having their own business.

Procedure:

Students are asked for doing the test titled ‘ARE YOU THE TYPE OF PERSON WHO CAN RUN A BUSINESS?’

The results are shared in the classroom.

Students are asked about the intends to run their own business one day in the future.

The teacher asks for students to interpret the advantages and disadvantages of having their own business by scanning the test.

Schedule: A class session.

Solutions: Students’own answers according to the test.

Materials:

Tips:

Don’t forget to tell your

students that they need

capital to run their own

business.

Having their own business is

risk taking.

Evaluation: If they say Yes more than No, then they can run their

own business.




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ACTIVITY 9: WHAT ARE MY TRANSFERABLE SKILLS?

Description: The activity reveals the

competencies of high transferable

skills and enables students to match

their competencies with them.

Strategies:

Initiative regarding professional development.

Matching.


Objectives:

Acquiring self knowledge skills.

Knowing and exploiting personal potential.

Procedure:

The following questions are written on the board -What do you know about transferable skills? -What are they?(Students are expected to give many possible answers and they are written on the board.) -What do you think about the transferable skills that employers demand most?(Students elicit the most common transferable skills and they are circled.)

Let the students do the test.Read the instruction

loudly and give them some time.

Students are asked for matching the titles to the

columns with competencies.

Volunteer students share their answers to the class

and tell their dominant transferable skills which

they have more ticks and stars than 5 in each

column.

Students are able to realize their incompetencies

and need the information so they can search from

the Internet.




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Solutions: Transferable skills are skills that you can take with you

from one situation to another, from onejob to another.

1.Communication Skills 11. Learning Skills 2. Teamwork Skills 12. Computer Skills 3. Time Management Skills 13. Listening Skills 4. Problem-Solving Skills 14. Creativity Skills 5. Organization Skills 6.Desicion making 7. Research skills 8. Emotional Intelligence 9. Interpersonal skills 10. Flexibility

15.Leadership Skill 16.Presentation Skills 17.Working to deadlines 18.Conflict solving skills 19. Adaptibility 20.Negotiating

Materials: Websites to get more information

about the most common

transferable skills.

Tips:

Make sure your students

assess themselves right if you

know their personal traits,

you can ask some guided

questions.

Give students enough time to

make sure that they

understand all the words

correctly.

Evaluation: If they have less than 5 ticks and stars on a column,this is

their problem area.Having more than 5 ticks and stars

shows their dominant skills.




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ACTIVITY 10 ANALYZING TRANSFERABLE SKILLS

Description: The activity reveals the content of

high transferable skills and enables

students to complete the

sentences.

Strategies:


Initiative regarding professional development.

Generating or assessing solutions.

Objectives:

Acquiring self knowledge skills

Knowing and exploiting personal potential

Procedure:

After activity 9,students are asked for

completing the sentences according to their

knowledge about the most common

transferable skills.

The teacher gives the students some time to

complete the sentences. Meanwhile he/she

observes.

After the sentence completion, volunteer

students can share their way of acting.

A classroom discussion can be made to reveal

the features of high transferable skills so that the

students can have extra information.

Websites can be used to show the features of

high transferable skills.

Schedule: 80 minutes

Materials: Websites




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Tips:

Group work can be done

here.

Let the students understand

the context well by sharing

their ideas within the

groups

Evaluation: A detailed evaluation can be done from the websites

including the necessary information. This part can be

homework for all the students to overwork.




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-Lack of time for all the activities to evaluate.

-Students tendency for untrue answers about themselves such as ‘the student himself is lazy in

fact but he can say ‘I’m hardworking.’

-Dependency on Internet connection.

-Incompetence of the students for expressing themselves.

Possible solutions

-Guided questions can be asked by the teachers to make students feel more realistic.

BIBLIOGRAPHY (web sides and books used by the teachers to create the activities)

http://www.skillsyouneed.com/general/communication-skills.html

http://www.byronstock.com/ei/eicompetencies.html

https://targetjobs.co.uk/careers-advice/skills-and-competencies/300766-problem-solving-the-

mark-of-an-independent-employee

https://business2success.wordpress.com/2008/11/18/core-management-skills-and-

competencies-decision-making/

http://www.helpguide.org/articles/relationships/conflict-resolution-skills.htm

http://www.kent.ac.uk/careers/sk/time.htm

http://www.kent.ac.uk/careers/sk/teamwork.htm

http://www.skillsyouneed.com/general/communication-skills.html

http://www.byronstock.com/ei/eicompetencies.html

https://targetjobs.co.uk/careers-advice/skills-and-competencies/300766-problem-solving-the-mark-of-an-independent-employee


https://business2success.wordpress.com/2008/11/18/core-management-skills-and-competencies-decision-making/

https://business2success.wordpress.com/2008/11/18/core-management-skills-and-competencies-decision-making/

http://www.helpguide.org/articles/relationships/conflict-resolution-skills.htm

http://www.kent.ac.uk/careers/sk/time.htm

http://www.kent.ac.uk/careers/sk/teamwork.htm




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Module 3 – CAREER PLAN MODEL– Discovering your Hidden Skills

Authors: Luís Nunes

Schools: Agrupamento de Escolas do Fundão




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MODULE DESCRIPTION

Description:

Discovering your hidden skills through volunteer work and part-time jobs.

Aims/Competences

1.Students should learn what steps to take to enrich their curriculum, apart from their normal

specific preparation for a job through a university degree and specific training.

2.Students should understand the importance of volunteer work and part-time jobs throughout

their teenage years and young adulthood as a way to gain different experiences and discovering

hidden skills.

Sections:

1. 1.Student self- assessment (pre-post test on the topic)

1.1 Ice-breaker

2. Activity 1

3.Activity 2

3.1.Volunteer and part-time jobs

4.Teacher’s evaluation

5.Webography.




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Brief description

1.Student self- assessment - (pre-post test on the topic) 1.1 Ice-breaker

Students answer questions to check their awareness about certain jobs and their

3.Activity 1:Strategies to find part-time

jobs or volunteer jobs

Students are taught strategies to find part-time jobs or volunteer jobs.

3.Activity 2 3.1.Volunteer and part-time job.

Identifying certain volunteer activities or part-time jobs as being a good preparation for specific jobs.

4.Teacher’s evaluation Teacher evaluates students’ performance.

5.Bibliography




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Student self- assessment (pre-post test on the topic) To break the ice and raise awareness, students answer these questions by ticking the right column,

according to their opinion. This test can be answered again at the end of the activities to see how

much students’ opinion changed.

Very

much

Not

much

Not

at all

1 How important is it for a mechanical engineer to be able to drive

several machines?

2 How important is it that a teacher knows a lot about current issues

that may not be directly related to his subject?

3 How important is it that a doctor knows how to be patient and

caring with his patients?

4 How important is it that a human resources manager knows how

to solve conflicts between different people?

5 How important is it that a human resources manager can speak

several foreign languages?

6 How important is it that a doctor can speak several foreign

languages?

7 How important is it that an actor knows the characteristics of

specific jobs?

8 How important is it that a flight attendant understands different

customs and attitudes from different peoples in the world?

9 How important is it that a doctor knows how to sing?

10 How important is it that a teacher can deal with new technologies

with ease?




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Activities ACTIVITY 1: STUDENTS ARE TAUGHT STRATEGIES TO FIND PART-TIME JOBS OR VOLUNTEER JOBS.

Description: Class discussion guided by the teacher around specific jobs forwarded to the students.

Sts are given certain desirable jobs and discuss in small groups what part-time or volunteer activities they can undertake to become the preferred candidates for those jobs. Jobs: 1.Manager of Human Resources 2.Doctor (GP= General Practitioner) 3.Teacher 4.Mechanical Engineer 5.Actor 6.Flight Attendant

Objectives:

Raise awareness about the

different skills needed for a

specific job.

Get to know today’s world

of work.

Procedure:

Students discuss how important certain activities can help you develop the skills necessary for a specific job.

(Ex: working in a café during summer can help you develop your people skills. These can be essential when working in any management role. Working as a volunteer in an orphanage can help you become a better GP later on because you develop your humanitarian skills, etc).

Students check some job adverts online to see what employers are looking for when hiring new employees.

3.Students select the activities they link with certain jobs, so as to have a clearer idea about how to better prepare for a specific job.




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The students devise strategies to look for and apply for the adequate part-time and volunteer jobs they consider most valid for their career choice:

a)writing an advert to be published in a local newspaper saying in what areas the students want to try something professionally; b)checking online for job offers (part-time and volunteer activities) and apply directly; c)enroll in summer courses, at home or abroad, either to learn a new skill or to learn a language better; d)travel to foster the knowledge about the world; e)help their parents in their professional activities so as to develop certain specific skills.

Schedule: 2 lessons, each 50 minutes.

Solutions: Students’ answers may differ from each other.

Materials Job descriptions.

Internet job sites.

Newspaper adverts.

Extra-activities: Each student can search for possible jobs that will match their personal interests and do the same activities individually at home.

Tips:

Sts should look for different

types of jobs as a way to

find the different skills

being asked for in the world

of work, mainly in what

concerns the soft skills.

Evaluation: How to evaluate sts’ performance in this activity.

Quality of interaction between peers;

Capacity to identify the most important;

characteristics of certain jobs;

Most effective advert written.




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ACTIVITY 2: IDENTIFYING CERTAIN VOLUNTEER ACTIVITIES OR PART-TIME JOBS AS BEING A GOOD PREPARATION FOR SPECIFIC JOBS.

Description: Students are given descriptions of certain volunteer activities or part-time jobs and match them with the jobs mentioned in activity 1.

Objectives:

Students recognize the

importance of early working

experiences.

They recognize the variety

of possibilities there are in

the world around them,

many without leaving their

home.

Students learn how to

analyse an advert and

dissect it to find out the

hidden skills expected from

an applicant.

Students train the writing of

an application letter.

Procedure:

Students are organized in 5 different groups,

each having the responsibility to analyse and

discuss one advert for volunteer jobs or part-

time jobs.

Students read the descriptions of the volunteer

activities or part-time jobs given to them.

Students analyse the individual characteristics of

each job and identify the possible

correspondences with other jobs in the list.

Students decide what documents are needed to

submit a successful application for these

volunteer jobs and / or part-time jobs.

Students write an application / cover letter.

Schedule: 2 lessons (50 minutes each).

Solutions: Students’ opinion may differ.




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Materials: Worksheets.

Extra-activities: Students check the sites provided for updates.

Tips: Evaluation: How to evaluate sts’ performance in this activity:

Students vote for the most effective application

letter written by their peers;

Teacher asks students to vote for the 5 most

involved students in the activity, one from each

group.




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MATERIALS OF THIS MODULE

1.Volunteer job

Research potential sponsors of sports equipment shipment from Portugal to Zambia

Youth Press and Development Organisation

TASK

The Youth Press and Development Organisation (Y.P.D.O) has been offered various sports

equipment by Portuguese organisations for the projects in Zambia. The YPDO through its sporting

initiative called Malalo (Bridges) Sports Foundation (www.malalosport.com) uses football as a

tool for social change. The initiative is recognised by the UN Sport as one of the organisations that

are bringing change in communities through sport. The assignment is supposed to be concluded

within 12 weeks. The Y.P.D.O shall provide all the required information for the volunteer on the

assignment and collaborations shall be done online. Volunteers will not submit any funding

requests on behalf of our organisation neither approach their personal contacts.

Number of volunteers: 10

BACKGROUND INFORMATION

The main objective of the assignment is to find sponsors to ship already pledged football

equipment from Portugal to Zambia. We have already identified the most cost effective way of

shipment via a Zambian American company. We would like volunteers to research on potential

sponsors of small boxes and bins of equipment.

OBJECTIVE

The Y.P.D.O works through the bridges for hope using sports as tool for social change. The task

relates to our objectives of elimination of poverty through the use sport. The assignment also

resonates to the bridging of gender inequality for the girls through the use of sport.

Languages

English

Hours per week

6-10

Duration in weeks

12




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__________________________________________________________________________

2. Volunteer job

Help to improve website for educators

Noble Missions for Change Initiative

TASK

We are in need of a volunteer who can help us improve thementored.com beyond what it is now.

The website was built with Joomla 3x. But we need it to have membership levels as well as custom

registration forms and other functionalities for teachers. All the required information will be

supplied through email. We expect to have the website fully functional by mid July 2015.



Noble Missions for Change Initiative (NMI) envisage a developed society where young people are

empowered for quality living, free of social vices with enhanced productivity and well-being.

This website is the social enterprise of NMI. The goal is to contribute to the development of

teachers thereby improving the quality of education for children.

OBJECTIVE

Launching this website will enable us reach thousands of students and teachers worldwide. And

the information in the magazine will improve the quality of education in Nigeria and other

developing countries.

- To improve the quality of education in rural communities.

- To connect teachers globally.

Region or country

Nigeria

Development topic

Education

REQUIREMENTS

Volunteers should be knowledgeable in: Website development using Joomla; HTML and CSS

coding and be creative!

Areas of expertise




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Computing

Languages

English

Hours per week

6-10

Duration in weeks

12

3. Volunteer job

Research on volunteer sending organizations in Portugal

TASK

Nka Foundation is an NGO that runs site-based volunteer program in rural Ghana and Tanzania.

We seek the support of online volunteers to identify and connect our program with potential

partners in Portugal, such as volunteer-sending organizations and colleges/universities that can

provide us with onsite volunteers to come to participate in our EXPERIENCE RURAL AFRICA

program.

The online volunteer tasks include:

- Research and create database of potential partners such as volunteer-sending organizations,

student unions, study abroad programs, service-learning programs, colleges and university

departments in Portugal that are willing to use our site for projects abroad to benefit their

students.

- Establish contact with them through email, social media, Skype, etc.



Nka Foundation exists to serve underserved communities in Africa and similar places across the

globe. We do this by creating project sites where individuals, groups and institutions can interact

with the underserved communities to build cultural bridges for knowledge and skills transfer. Nka

projects promote volunteerism, especially through the arts and design education.

OBJECTIVE




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To increase our volunteer recruitment. Our organization does not have established paid staff. Nka

projects are run by volunteers dotted all over the globe.

Region or country

Sub-Saharan Africa.

Development topic

Culture.

REQUIREMENTS

- The volunteers need to have good research and communication skills. Experience in

administrative areas will be a plus.

- Task requires a speaker of Portuguese because some of the materials to look at might be in

Portuguese.

If you are interested in undertaking this task, please submit a CV, and clearly outline how your

skills and experience will be an asset to the assignment.

Areas of expertise

Business and administration.

Languages

English, Portuguese

Hours per week

6-10

Duration in weeks

52

__________________________________________________________________________

4.Part-time job

CUSTOMER SERVICE AGENT (PART-TIME)

Company: Calspan Air Services

Area: Niagara Falls

Calspan Air Services, located at the Niagara Falls International Airport, provides aviation services

on a 24 hour/7 day a week basis and have immediate openings:




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Customer Service Agent (part-time): Performs a variety of customer-related duties such as

providing outstanding customer service to passengers, handling customer complaints, multi-

tasking and enforcing polices in a professional and courteous manner. Must be able to attend and

pass a two-week training course in Ft. Lauderdale, FL. Part-time position.

Successful candidates must pass a pre-employment/SIDA background check and drug screen,

available to work a flexible schedule including days, evenings, weekends & holidays.

__________________________________________________________________________

5. Part-time job

Designing New Planetary Gear System for Electric Bicycles

This part-time job involves designing of a new planetary gear system for electric bicycles with

existing motors. The freelancer is expected to engineer and design a gear system based on a

patented gear system applied for an electric bicycle solution.

The freelancer needs to have a working knowledge of bicycles as well as a background in

mechanical engineering with some experience in planetary gear systems. It would be helpful to

know the inner workings of an internal hub from SRAM or Shimano and implement its gear

structure to this task.

Successful engagement of this task involved not only a set of blueprints but also a working

prototype that could be further engineered for manufacturing. The task will be deemed complete

when the prototype is proven to be working.

This task is an opportunity to experience one of the leading technologies that could reshape the

bicycling industry. There are series of work to be done upon a successful completion of this task.

Skills Required: Computer-Aided Design Mechanical Engineering Rapid Prototyping




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Difficulties on teaching this module

-Students might find that these jobs are not the ones they want to have later on and this can

demotivate them.

-Students lose focus when working in group because they will tend to talk too much between

them instead of concentrating on the task at hand.

Possible solutions

-Students will be told that these jobs are examples but realistic ones because they were found in

real internet sites;

-By knowing that group performance will be evaluated, students will try to focus harder.

WEBOGRAPHY https://www.upwork.com/o/jobs/job/_~01882bd3bca8d4ae10/

www.calspan.com/

http://unjobs.org/vacancies/1364954965516

https://www.upwork.com/o/jobs/job/_~01882bd3bca8d4ae10/

http://www.calspan.com/

http://unjobs.org/vacancies/1364954965516




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Module 4: USEFUL TIPS FOR YOUR CAREER

Authors: Sbarbati Carla,

Chesi Giulia,

Daniele Laurente Di Biasio,

Felice Santilli

School: IISS “Charles Darwin”




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The module will help students revise and acknowledge information regarding vital tools for

getting a job: revising different types of CV templates; differences application letter/cover

letter/resume; tips before/during the interview; tips for writing good application letters.

These activities will help students in writing an effective CV or resume, a captivating Cover Letter

and conducing a good interview.

Aims:

1. To create awarenessof the existence of different types of CV.

2. To compare and contrast the differences between application letter/cover letter/resume.

3. To understand the right way of writing a good application letter.

4. To identify the right way of conducting a job interview.

5. To evaluate and manage information regarding tools to get a job, adapting them to

personal use.

Sections:

1. What is meant for CV?

2. What is meant for Cover Letter?

3. What is a good Job interview?

4. What is meant for Application Letter?




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SUMMARY OF THE CHAPTER Title of the activity

Brief description

CV templates

Answering questions, filling in cv template,

creating your own CV

Cover letter

Understanding questions and answers, writing

your own cover letter

Interview tips

Role play to practice interviews

Application letter tips Understanding questions and answers, writing

your own application letter




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Student self- assessment PRE/POST TEST ON THE TOPIC

1. What types of CV templates do you know?

2. Which are the main parts of a CV?

3. what do you have to write in the personal profile heading?

4. What to write in qualification, skill, quality?

5. What are the differences among application letter/cover letter/resume?

6. What should you do before/during the interview?

7. What does a good application letter mean?




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Activities ACTIVITY 1: ICE-BREAKERS/WARM-UP ACTIVITY

Description: Group discussion on the use of a CV. Answering the questions, students have to discuss and understand the use of a CV.

Strategies: Group discussion.

Objectives: Understanding the use and the importance of a CV.

Procedure: Divide the students into groups and give them a sheet of

paper with the questions below. Make them compare

their answers with the responses of the other groups.


Materials: Sheets of paper.

Evaluation: It is important to evaluate students’ degree in understanding the topic.




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ACTIVITY 2:

CV CATEGORIES, WHAT TO WRITE IN THE PERSONAL PROFILE HEADING.

Description: Students have to discuss on the categories of a CV and understand what to write in the first one( the personal profile heading).


Objectives: Understanding the different parts

of a CV and what to write in the

personal profile heading.

Procedure: Divide the students into groups and make them

discuss about these topics, doing the activities in the

papers that you give them.

Schedule: 20 minutes for the first exercise.

20 minutes for the second exercise.


Evaluation: Teachers have to evaluate the use of new adjectives and the originality of the writing. .




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ACTIVITY 3:

CV CATEGORIES, WHAT TO WRITE IN QUALIFICATION, SKILLS, QUALITY?

Description: Doing this activity, students have to discuss and understand which skills and qualifications should be written in a CV.


Objectives: Understanding the different parts

of a CV and what to write

qualification, skill ,quality.

Procedure: Divide the students into groups and make them discuss

about this topic doing the activities in the papers that you

give them.

Schedule: 15 minutes for the first exercise.

15 minutes for the second exercise.


Evaluation: It is made on the quality of groups’ discussion.




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ACTIVITY 4:

CV CATEGORIES, WRITING A CV.

Description: Game on guessing a CV owner.

Objectives: Learning the right tips for writing a

CV.

Procedure: After distributing a template of a CV, each student

writes a CV of a famous character. After reading it, the

class have to guess the character.

Schedule: 20 minutes for writing the CV.

30 minutes for reading and

guessing.


Evaluation: Evaluation is made on the correctness of the CV and its appropriatness to the character described.




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ACTIVITY 5:

.MAIN TYPES OF CURRICULUM.

Description: Reading and understanding exercise Writing.

Objectives: Learning the differences of the

different types of CV and when to

use them.

Procedure:

After distributing the sheets of the activities, divide

the students into groups and make them read the

main different CVs and discuss about them.

Tell them to write a functional CV from the given

example.

Schedule: 15 minutes for reading.

30 minutes for writing.

Materials: Sheets of paper

Evaluation: We evaluate the quality of groups’ discussion and the correctness of the CV.




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ACTIVITY 6:

DIFFERENCES BETWEEN CV, COVER LETTER AND RESUME.

Description: Reading and understanding the differences between CV, Cover letter and Resume. Writing activities.

Objectives: Understanding the differences

between CV Cover Letter and

Resume.

Procedure: Give the students the copy of the paper where the

differences are explained and make them make the

exercise under it. Then, have a class discussion on the

given answers . After that, taking the CV written before,

write a cover letter and a resume after that CV.

Schedule: 20 minutes for reading and

understanding activities.

10 minutes class discussion.

30 minutes for writing.

Solutions: K

E

Y

S

a b c d e f g h i j k l

T

as

k

5

fa

ls

e

fa

ls

e

tr

u

e

tr

u

e

fa

ls

e

tr

u

e

tr

u

e

tr

u

e

tr

u

e

fa

ls

e

tr

u

e

fa

ls

e

Task 8)

KEYS

1 2 3 4 5 6 7 8

b a d d b d c c





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Evaluation: The first thing to evaluate is the correctness of the understanding activity following the keys given and then the effectiveness of the cover letter and the resume.




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ACTIVITY 7:

JOB INTERVIEW.

Description: Reading and understanding exercise Roleplay.

Objectives: Knowing what to do before/during

the interview.

Procedure: Give the students the copy of the paper with the main tips

for a job interview and let them make a roleplay as

explained in the papers.

Schedule: 15 minutes for reading.

40 minutes for roleplay.


Extra-activities: Discussion about the importance of behaving in the right way to conduct a good interview.

Evaluation: It is important to evaluate the ability of conducting the role-play and if the students follow the suggestions given in the reading.




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ACTIVITY 8:

APPLICATION LETTER TIPS.

Description: Reading and understanding exercise Reordering and filling in activities Writing.

Objectives: Understanding the importance of

writing a good application letter.

Learning how to write it.

Procedure: Give the students the copy of the paper in which the

application letter is explained or explain it and let them

make the exercises below. You can divide the students into

groups to have a better discussion on it. Make compare the

answers given by each group.

Schedule: 15 minutes for reading or

explaining.

10 group discussion.

30 minutes for activities.

Solutions: First exercise: O P E N I N G; I am writing in reply to your advertisement ... ;With reference to your advertisement in ... ; E X P E R I E N CE AN D Q U AL I F I C AT I O N S; Currently, I am working as a ... ;I have five years experience in this sector. I am in charge of ... ;As you can see from my CV, ... R E AS O N S F O R AP P L Y I N G: I am particulary interested in this position ... ;I am very keen to use my English ... C L O S I N G T H E L E T TE R: I look forward to hearing from you. ;I wil be available for interview from ... ;I would be more than happy to discuss ... ;Please do not hesitate to contact me for.

Second exercise: 87 Delaware Road; Dear Mr.; I am writing

to apply; in The Times Union Magazine; I am enclosing; The

opportunity presented; The key strengths; I provide

exceptional contributions; I have a degree in Computer




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Programming; I also have experience; Please see my

resume; I can be reached anytime; I look forward; Yours

faithfully


Evaluation: The first thing to evaluate is the correctness of the understanding activity following the keys given and then the effectiveness of the written application letter.




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Students might meet some problems when choosing the right adjectives or sentences to write a

good CV or showing a convenient attitude and giving the correct answers during a job interview.

Possible solutions

It would be teachers’ task to help students with the appropriate suggestions, making them think,

learn and use adjectives, nouns or short ready made sentences in order to make them feel more

self-confident.


CV

Video relativi a cv writing▶ 5:09

www.youtube.com/watch?v=PTbyvLGqTR4 14 set 2011 - Caricato da AshleyKateHR Ashley Kate HR share their views on how to write an attention grabbing CV. www.hloom.com/download-professional-resume-te... - 279 free resume templates in Word you can download, customize, print, or email. Chronological, functional, combination formats. Traditional, modern, creative ... Clean Simple Resume Template - Modern Resume Templates ... How to Write a CV or Curriculum Vitae (with Free Sample CV) www.wikihow.com/Write-a-CV-(Curriculum-Vitae) – Resume Résumé - Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Résumé - What's the Difference Between a Resume and a CV in ... - Monster.ca career-advice.monster.ca › ... › Resume Writing Tips - Resume versus CV? Which format should you use? Career Expert, Mark Swartz explains the difference.




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Cover Letter La struttura della cover letter - Come scrivere una lettera di ... www.studenti.it/foto/lavoro/...lettera-di...inglese/cover-letter-struttura.php Sample Cover Letter - Monster career-advice.monster.com/...cover-letters/cover-let... - Stumped on how to write a cover letter that will catch an employer's attention? Get ideas from this sample. Cover Letter Checklist - Cover Letter Samples - Cover Letter Mistakes How To Write A Cover Letter - Youth Central www.youthcentral.vic.gov.au/.../how-to-write-a-co... - Job interview Job interview - Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Job_interview - How to Prepare for a Job Interview (with Examples) - wikiHow www.wikihow.com/Prepare-for-a-Job-Interview - Sample Job Interview - Sample Interview Day Checklist - Interview Tips and Tricks




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Output O6 –Teaching guide

Module 5 – Team building

Authors: NadyaMilusheva

LyubimaKonstantinova

YanaStoyanova

BogdanaKostadinova

IliyaValchev

School: Professional High School of Economics “Ivan Iliev”

Blagoevgrad

BULGARIA




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This Module is a structured collection of original and revised resources, exercices and course

activities for testing, developing, delivering, and evaluating training on Team building topics

and skills. The Team Building Skills-module intends to:

•promote the importance of working closely together at school and future workplace.

•establish a positive team culture, the beliefs, values and norms of behavior.

•understand the role of the leader.

•develop communication and trust among team members.

•encourage experience sharing and generating new ideas.

•improve commitment and work efficiency.

Aims/Competences

1. To establish a positive team culture, the beliefs, values and norms of behavior.

2. To understand the role of the leader.

3. To develop communication and trust among team members.

4. To encourage experience sharing and generating new ideas.

5. To enhance team members’ motivation.

6. To improve commitment and work efficiency.

Sections:

1. What is a Team?

2. What is a Team Building?




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3. Team Building basics.

4. Reasons for Team Building.

5. Team Building tests/activities/games.




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Brief description

Pre/post test Checking competences on the topic

What is Team Building? Theoretical introduction on the topic

Threeice-breakers/warm-up activities:

1. Game:"Win, give"

2. Game: “Game with a ball”

3. Game: “Drop the ball“

Using a game approach to warm-up and ice-

break the students’ relations.

SWAT analysis SWAT analysis of your team/organization.

Feedback Game of the completion of activities and final

evaluation

„I – Message“ (How to influence others) To measure the ability to influence others and

the impact of the others on you - how to

conduct a conversation.




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PRE/POST TEST ON THE TOPIC - ARE YOU A GOOD TEAM WORKER? (Team Building skills test)

All participants complete the test. Their answers should be arranged, according to which view is completely true, mostly true, mostly false or completely false using the table at the end of the test. 1. a) each team must have one person to contro the work,being responsible for its implementation and results. b) for the team’s members is more important to have clearly defined areas of activity and responsibility than to have one person who controls everything. c) good leaders succeed in creating the necessary working atmosphere that motivates and encourages all team members. d) good managers and organizers have the necessary skills to motivate the others. 2. a) the team is the strongest when its objectives consistent with the wishes and needs of each member b) the team isthe strongest when it works well alone. c) the team is the strongest when the goals are clearly specified. d) the team is the strongest when at the beginning its goals seem difficult to be achieved. 3. a) I will mobilize all my energy for my team’s needs and objectives. b) I'm ambitious and I’ll harness all my strengths to become a team leader. c) the best organizer is the one who accepts challenges. d) I want to be a leader. 4. a) best leaders possess the ability to help others discover their strengths. b) most effective leaders are those who stand aside and watch if everything goes well in the team and intervene only when something goes wrong. c) a good leader should encourage a positive team spirit. d) a good leader is a catalyst of motivation. 5. a) the team and its members are motivated through giving them responsibilities. b) team members should be aware of the consequences of their errors. c) a team should not be afraid of changes. d) team members should continuously analyze and evaluate mutually. 6. a) I believe that the team will be better with my participation.




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b) team members should be equallycompetent in all its activity. c) it is important to be in support of each member of the team at any time. d) regular team meetings are necessary in order to discuss objectives and assess what has been done. INSTRUCTIONS FOR COMPLETING: Please arrange each answer for each of 6 groups of questionsin the table below:

Group of

questions 1

Completely

true

Mostly true Mostly false Completely

false

Total

А 3p. 2p. 1p. 0p.

B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.

D 0p. 1p. 3p. 2p.

Group of

questions 2

Completely

true


false

Total

А 3p. 2p. 1p. 0p.

B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.

D 0p. 1p. 3p. 2p.

Group of

questions 3

Completely

true


false

Total

А 3p. 2p. 1p. 0p.

B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.

D 0p. 1p. 3p. 2p.

Group of

questions 4

Completely

true


false

Total

А 3p. 2p. 1p. 0p.




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B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.

D 0p. 1p. 3p. 2p.

Group of

questions 5

Completely

true


false

Total

А 3p. 2p. 1p. 0p.

B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.

D 0p. 1p. 3p. 2p.

Group of

questions 6

Completely

true


false

Total

А 3p. 2p. 1p. 0p.

B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.

D 0p. 1p. 3p. 2p.




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RESULTS: 48-72 POINTS You are not only a team worker, but a person who clearly aware of what is necessary to work in a team and how to make it function best. As a result, you could become a great leader. A good organizer should understand the importance of the goals and challenges of the team, but also need to maintain good collegial relationships, responsibility and development. Good organizers manage to create the right working atmosphere to motivate the team. If you are a member of a team, but have not yet taken leadership position you have the potential and perhaps should develop your aspirations, of course, only if you really want it. 24-47 POINTS You can be agood teamworkerwithleadership qualities. The team as well asthe individual member is encouraged by theresponsibilityandyou mostlikelyhavethe quality to takethese responsibilitiesseriouslyandtorealizethe need that allteam members must worktogether to achieve thecommon goals.It is true thata team is composedof individuals, but only when they work together ona commongoalthe teamcan be reallyeffective. 23 POINTS /OR LESS/ It seems you are rather individualist and as such you prefer tasks for independent work and not as a team. You simply do not like the involvement of other people or to work under the rule of others. Your results show that you are suitable for independent work in a profession in which you can work alone, with the least possible interference. But you should not forget, however, that life is a team game in which the collaboration is more productive than the isolation. The development of a team means also an individual development where all members are moving forward by learning new ideas, improving skills, expanding horizons and keeping motivated.




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Activities ACTIVITY 1:

WHAT IS TEAM BUILDING?

Description: Theoretical introduction.

Strategies: Brainstorming.Discussion. Questioning.

Objectives:

To familiarize students with the meaning, the importance and the origin and the history of team building.

To stimulate teamwork, cooperation and open communication.

Procedures: 1.1. Questions to the students: Do you know what teambuilding means? Do you know where teambuilding was first done and why? 1.2. Giving basic theoretical knowledge about teambuilding through discussion. Teambuilding is a word of English origin. It is a process that allows creation and development of collective values in an organization, institution or company. These values are achieved through activities of a game type. The main objectives of the games are: - Improving the communication within the team - Rallying the people in the team - Improving the teamwork - Overcoming the essential problems in teamwork Teambuilding can develop positive communication in a group and has the ability to make us work together to deal with certain problems as a team. Teambuilding programs, as an idea for a company training occurred in the United States and Britain in the second half of XX century. These programs basically came from team interaction methods of fighting groups from the Vietnam War and the Falklands crisis. 1.3. Question: What do you think is needed for a team to be successful and work effectively? Reply with one or two words! (Brainstorming - the answers are recorded on a board)

1.4. Theoretical part, represented by a PP presentation.




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A group of people is called "team" only when this group

has:

in carrying out their

work tasks

Team building is a management technique and team

building training is a tool to manage the effectiveness of

teamwork.

Factors of team effectiveness:

- team members need to create an

environment where together they can contribute far

more than as individuals. A positive interdependent team

environment brings out the best in each person enabling

the team to achieve their goals at a far superior level.

Conflict solving – Includes the ability to discuss issues

openly with team members, be honest, trustworthy,

supportive and show respect and commitment to the

team and to its individuals.

- The skillful management of the team of one

or more of its members almost always determines the

success or failure in achieving the common goal. Effective

leadership is essential for team success including shared

decision-making and problem solving.

- If the team members are truly motivated

to work, the team can achieve miracles.

- It would be

better if the team members feel that it is important not

only to achieve specific organizational goals, but develop

their professional and personal levels. This would be

useful for both -the participants, and the team work.




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- a team would be much more

effective if its members are directly involved in

determining the targets and periodically evaluate the

achievements. Team members need to be fully aware of

their specific team role and understand what is expected

of them in terms of their contribution to the team.

-making - If the team has a clear aproach for

decision-making ( e.g. not to allow the domination of one

or two members’ opinion), the benefits of teamwork

would be much greater, and efficiency - significantly

higher.

– Can you imagine the teamworkwithout

it? When people cooperate, the final results will be far

higher than if everyone works individually for themselves.

The team is not a place for solo performers!

- They are the blood system of every

team. Communication creates ideas, gives solutions,

smoothes misunderstandings.Actively listening to the

concerns and needs of team members and valuing their

contribution and expressing this helps to create an

effective work environment.

- Team members should be willing to give and

receive constructive criticism and provide authentic

feedback.

- Team members become involved in

action planning to identify ways to achieve goals. By

identifying specific outcome levels, teams can determine

what future resources are needed. Successful goal

settings help the teams to work towards the same

outcomes and make them more task and action oriented.




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Schedule: 50’

Materials: A board. PP Presentation.

Tips:

Ask appropriate questions to get students to understand the meaning of team building on their own.

Explain students the importance of working in a team.

Evaluation: Observing students and their answers. The students become aware ofthe meaning and importance of Team Building.




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ACTIVITY 2: THREE ICE-BREAKERS/WARM-UP ACTIVITIES

Description: Game 1.: "Win, give"

Strategies:

Using a game approach to warm-up and ice-break the

students’ relations.

Objectives:

To see all expectations of

the ongoing training, as well

as to show that each opinion

matters.

Procedure: There are 2 notice boards in the room titled “Give”

and “Win”. The participants write briefly what they

want to gain from the meeting on “Win” board and

what they want to give on the “Give” board. Built

"Wall of expectations" is left hanging until the end of

the session in order to be reviewed again later.

Schedule: 40’

Materials: 2 white boards

Tips:

Conduct students honestly

to express their willingness

to give what is need to their

peers.

Conduct students honestly

to express their

expectations of the meeting.

Evaluation: The facilitator summarizes the main themes and makes comments if it is possible or unlikely to be achieved.

Description:

Game 2.: “Game with a ball”

Strategies:






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Objectives:

Game for introducing, stimulating

and motivating the group to work.

Procedure:

Participants: Small 4 groups

Instructions/short description of the activity: Each

participant to whom the leader of the group throws a

ball must present themselves (his/her name and

country). Then a representative of each group

presents people from his team to the others.

Schedule:

40’

Materials:

A ball.

Tips:

-Encouraging students to

understand the importance of

knowing each other well.

Evaluation:

Observing students behavior during the game.

Students become closer and demonstrate their

interest in each other.

Description:

Game 3.: “Drop the ball“

Strategies:



Objectives:

A game for cooperation and

healthy competition.

Procedure:

Instructions:

Each small group receives 12 straws and 18

inches of masking tape. They get ten minutes

to build a container that will catch a golf ball

dropped from about ten feet.

Each group selects a ‘ball dropper’ — that

person stands on a chair, holds a golf ball at

eye level. That group places its container on

the floor under where it thinks the ball will

land. Each group gets three attempts.




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The group that gets a ball to go in and stay in

its container wins.

Shedule: 20’

Materials:

Golf balls, straws, tape.

Tips:

Teach students to work

together.

Teach students to rely on

each other.

Evaluation:

Teams can use their experiences in the game to

overcome work problems and relational issues.




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ACTIVITY 3: SWAT ANALYSIS

Description: Using SWAT analysis to point strengths and weaknesses of the team.

Strategies: Open discussion to identify the strong points and weak points of your team.

Objectives:

To get each member of the

team.

To understand what are

the strengths of their team

in order to benefit of.

To be aware of their weak

points in order to

overcome them.

Procedure:

1.Discussing with students the positive attributes within

their team and encourage them to answer the following

questions: What your team does well? What human resources do you have in your

team? What advantages does your team have?

2. Discussing and assess the factors that represent the

reason for your team to exist and prosper. Encourage

students to answer the following question:

What opportunities exist in your environment,

from which your team hopes to benefit?

3. Identify the weaknesses within your team. Encourage

students to answer the following question:

What are the factors that detract from your

team‘s abilities to obtain or maintain a good and

succefull team work?

4. Encourage students to answer the following question:

What are potential threats and risks to your

team/organisation?

Schedule: 40‘

Materials:




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Worksheets.

Tips:

Teach students to think

about and understand the

importance of knowing the

strong and weak points of

their team.

Teach students to use SWAT analysis techniques.

Evaluation:

Observing students and check out their sheets.

Analysing students sheets. The students are able to identify the strong and weak points of their team.




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ACTIVITY 4: FEEDBACK

Description:

Game of the completion of

activities and final evaluation.

Strategies: Using a game approach to get feedback.

Objectives:

To make participants

realize the incredible value

of the final assessment for

anyone in the team.

To make feedback and give

clarity what could be

improved next time.

Procedure: The participants stand in a circle. One of them

stretched his/her hand towards the middle of the

circle and says what were her/his difficulties in the

tasks and what he/she liked. She/he formulates it by

saying: "I did not like it when ...." and "I liked when ...".

The next one put her/his hand on the hand of the

former participant until all participants have their

opinion said and their hands gather in the middle of

the circle. Facilitator concludes by saying that what

the collected arms suggests is the power of the

participants as a group.

Schedule: 40‘

Materials:

Golf balls, straws, tape.

Tips:

Teach students to reveal his/her

views honestly.

Evaluation: Teams can use their experiences in the game to

overcome work problems and relational issues.

ACTIVITY 5: I – MESSAGE (How to influence others)




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Description: Using I-message to learn how to

communicate our feelings(positive

or negative) with anyone, in safe

and respectful ways.

I feel (name your emotion)when

you (describe the action or

problem).

Strategies: I-Messages and Active Listening approach.

Objectives:

Using I-messages to

encourage students to

share how they feel, no

matter what their

emotions are.

Procedure:

Conduct students to start with “I feel” and then express an emotion such as:

Angry Frustrated Confused Guilty

Sad Hopeless Depressed Grateful

Happy Encouraged Hopeful Peaceful

Once they have expressed their emotion, they are

free to describe the situation (i.e., “when you..”).

Theyshouldn’t insult the other person or to describe

the problem for a long time.

Schedule:

20 minutes.

Materials: None

Tips:

Teach students to send I-messages

as a very safe and powerful way to

communicate.

Evaluation:

Observe students I-messages and define if they are correct or incorrect.

Observe the students if they become defensive and react to what the other person says.

Students start to use successfully the correct form of I-message and listen to each other actively.




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Scarcity of teaching materials

Difficulty in motivating students to participate actively

Dependency on students honesty

Difficulties in getting desirable discipline during games and ice-breakers

Lack of time to practice achieved knowledge and skills

Possible solutions

Use and permanent update of the Hard-Soft Skilling-Charting your Career Path

Teaching toolkit

Organizing regularly teambuilding sessions at school

BIBLIOGRAPHY Materials created by the authors of this module.




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Module 6: COMMUNICATION SKILLS

Authors: Pilar Belloc

Schools: Institut Europa




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MODULE DESCRIPTION Being able to communicate effectively is the most important of all life skills and one of the

most required in the labour market and it means the ability to speak, read listen and write

effectively, with clarity and conciseness. In order to help our students succeed in

communication, we have prepared a lot of activities, using an active methodology which entails

students’ interaction with their classmates in pairs, small or large groups, and help them

develop the capacity to understand and produce oral and written messages in English in

communicative situations related to their career, with different communicative intentions,

with a clearly and structured treatment of contents, acquiring fluency and accuracy, analyzing

the audience, being aware of the importance of the body language to convey messages,

simulating situations in real life related with their future career interviews and taking into

account the cultural differences in order to avoid misunderstandings.

We hope that these materials will help students improve their communicative competence

and at the end of the project the students will be able to communicate effectively in an

autonomous way, in oral and written form, in typical communicative situations through

specific tasks related to their career.

Aims:

1. To evaluate the communication context.

2. To create awareness of the existence of different types of communication.

3. To understand what effective communication means.

4. To compare and contrast cultural differences in communication.

5. To identify the right means of communication according to the target audience.

6. To select the desired action to convey meaning.




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Sections:

1. What is meant by effective communication?

2. What is meant by verbal and non-verbal communication?

3. What cultural differences may influence communication?




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Brief description

Am I a good communicator?

Individual quiz to see what you should improve.

Acting out without words

Act out expressing feelings, without words Discussion: Importance of body language

Your mood

Say a sentence expressing a different mood.

Reading aloud Read aloud in front of a big audience in order to be a good reader getting feedback

from the peers

Body language at a job interview To be familiar with the positive body language

Verbal/ Non-verbal language

Role-play to practice oral communication (student A) and body language (student B).

Catching people’s attention Group work: To convey the message correctly using proper verbal and body language.

Learning from your mates To know other classmates’ cultures.

An enthusiastic student

Group work: a- How to communicate properly b- Peer’s observation

Role play: simulation of a basic situation. Tips to convince people

Mute video

Group work: analyze the body language shown in 3 videos( interviews to famous

people)

Cross cultural misunderstandings Small talk given by a foreign student




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Small discussions

Group work: For/against: the importance of first impression at an interview.

- Oral discussion with peers’ feedback.

- A for and against essay

Classmate’s interview

Pair work and write a report.

Getting feedback from the mates

Pair work performance and peers’

evaluation.

Cross cultural differences

Group work based on a memo exercise and winning competition

A real interview

Pair work and getting feedback from the peers

Volunteering work

Photo prediction Jigsaw reading activity. Further activity: A for/against essay

Unemployement problem

A jigsaw reading Take notes and write a report Formal letter to the Mayor of your Council.




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PRE/POST TEST ON THE TOPIC Oral Communication Self-Assessment

Oral communication is the ability to use speech to share thoughts and information. Complete this self-assessment to help you understand your oral communication strengths and

areas for improvement Never Rarely Sometimes Frequently Most often

I prepare for all

communications

and think things

before I speak.

I express my

opinions and ideas

clearly and

concisely.

I use appropriate

body language (e.g.

smiling, nodding,

making eye

contact) while

having a

conversation

I consider cultural

barriers when

planning my

communications




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I try to anticipate

possible causes of

confusion and I

deal with them up

front

Before I

communicate, I

think about what

the person needs

to know, and how

best to convey it.

Listen to others

without

interrupting

Persuade others to

consider different

options

I give support

and positive

feedback to the

others

I write and rewrite

a draft and then I

revise it, before

writing the final

version.

Self-assessment: students should improve all these points and answer “most often” at the end of

the year.




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Activities ACTIVITY 1: ARE YOU A GOOD COMMUNICATOR?

Description: Answer a test and know how good communicator you are in order to know your weak points that you should improve to be a good communicator.

Objectives: To know you better and to improve the weak points related to communication

Procedure:

Teacher asks students to write 3 adjectives that describe them as a communicator.

In groups of 3, students discuss the important skills that a good communicator is supposed to have.

Students enter in the following site and

discover how good communicators they are:

www.mindtools.com/pages/article/newCS_99

.htm#Explanation

They see their scores and comment them with

the rest of the class.


Solutions: After seeing their score, teacher recommends each

student which activities to carry out in order to improve

the weak skills.

Materials: Laptop and Internet access.

http://www.mindtools.com/pages/article/newCS_99.htm#Explanation

http://www.mindtools.com/pages/article/newCS_99.htm#Explanation




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Tips:

Read the questions carefully and

choose the most suitable answer for

you.

Evaluation: It is self-assessment to help students know themselves.




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ACTIVITY 2: ACTING OUT WITHOUT WORDS

Description: The activity consists in describing feelings acting out.

Objectives:

To be aware of the

importance of the body

language to avoid confusion

To be able to express their

feelings without using

words.

Procedure:

Brainstorm: students say adjectives describing a feeling

Teacher makes them write 1 adjective describing

a feeling on a piece of paper and put them into a

box.

Possible adjectives: afraid, nervous,

frustrated, bored, exhausted, happy,

embarrassed, disappointed, relied, and

so on.

One student takes one and has to act out without

using words.

The class has to guess the meaning and the one

who guesses the meaning has to say how he/she

noticed it (behaviour) and write it down on the

table.

Schedule: Brainstorming:5 minutes. 30 minutes acting.

20 minutes of discussion.




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Materials: Cards with the adjectives.

Extra-activities: Discussion about the importance of body language to

convey a message properly. Why do we sometimes get

a wrong message?

Tips: Remember you can’t use words, only body language.

Evaluation: Teacher evaluates how good the students are when they want to express a feeling without words.




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ACTIVITY 3:

YOUR MOOD.

Description:

The activity consists in repeating a

sentence expressing different

moods.

Objectives:

To be aware of the

importance of your mood

when you communicate

with people.

To be able to express your

mood.

To be able to recognize the

different moods expressed

by communicators.

Procedure:

Brainstorm: students say adjectives describing a

mood

Teacher makes them write 1 adjective describing

a feeling on a piece of paper and put the pieces

of paper into a box.

Possible adjectives: guilty, insecure, happy,

irritated, worried, relaxed, depressed.

The teacher writes a sentence on the board and

tells students to memorize it and repeat it

expressing the mood written on their card.

The rest of the class has to guess the reader’s

mood.

One student takes one and has to act out

without saying a word.

The class has to guess the meaning and the one

who has guessed the meaning has to say how

he/she noticed it (behaviour) and write it down

on the table.

Schedule:

Brainstorming:5 minutes.

30 minutes acting.




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Materials

Cards with the adjectives.

Given sentence written on the

board

Extra-activities:

You can repeat this activity, giving dialogues to the

students and making them repeat them using a

different mood.

Tips

Revise the tips for body language.

Evaluation

Teacher observes students’ performance conveying a

message expressing different moods.




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ACTIVITY 4:

READING ALOUD

Description:

The activity consists in reading a

text aloud taking into account the

tips for effective reading. The texts

are created by students and are

about familiar topics.

Objectives:

To develop effective reading

skills.

To be able to be confident

acting in front of a big

audience.

Procedure:

Brainstorm: Your favourite topics

Teacher invites students to write a short text

about a topic they know and are interested in.

2 volunteers read a text about a topic they know.

First they read it silently, then aloud in their

normal speaking voice and finally, they read it in

front of the class

The rest of the class working in groups of 4, take

notes about the reader’s communicative skills,

compare their notes, draw up the conclusions

and report them to the class.

Schedule:

Brainstorming:5 minutes

15minutes acting.

15 minutes getting feedback

Solutions:

If they don’t succeed in this activity, they can practice at

home as much as they need.

Materials

Texts about familiar topics for the

students.

Extra-activities:

From time to time teacher can repeat this activity in

class.




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Tip

-Slow down and don’t read fast.

-Keep your head up.

-Hold the document higher and

project your voice.

-Pause occasionally( pauses can be

useful for emphasis.

-Get feedback from your peers

Evaluation

Peer’s evaluation and final monitoring by the teacher.




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ACTIVITY 5: BODY LANGUAGE AT A JOB INTERVIEW

Description: The activity consists in being able to recognize positive attitudes at an interview, try to avoid the negative ones and improve your performance.

Objectives:

To be familiar with

vocabulary related to body

language.

To be aware of the

importance of body language

when communicating in a

job.

Procedure:

Warming up: in groups of 4 think about positive and negative attitudes at an interview.

The teacher projects vocabulary related with the topic.

Students try to understand the meaning

Teacher invites students in groups of 4 to put the sentences in the correct column.

They can add more

Then all the class group comment the classification.

Whole class discussion about it.


Materials: Paper and pens.

Smart projector.

Extra-activities: Students can perform sketches with typical mistakes that the class will have to identify and correct.

Tips:

Tips for a good interview

Evaluation: -Teacher evaluates if students recognize the good attitudes for an interview. And if students are familiar with the vocabulary related to interviews.




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ACTIVITY 6: VERBAL/NON-VERBAL LANGUAGE

Description: The activity consists in a pair work activity, the students have to perform a dialogue where student A reads the lines out loud and student B communicates in a non-verbal way, expressing a secret emotional distraction(to be in a rush, bored or maybe guilty). After the dialogue, student A has to say what emotion was affecting student B.

Objectives:

To be aware of the

importance of body language

when communicating.

To understand how much

information we send to the

audience with non-verbal

messages.

Procedure:

Warming up: Important points in body language.

Teacher gives students a dialogue.

Students work in pairs: student A reads his/her lines out loud and student B reads the dialogue without speaking and expressing a secret emotional distraction.

At the end student A has to say what emotion was affecting student B.





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Materials: Paper with the dialogue, paper and

pens.

Extra-activities: The students can change their role and perform the same dialogue but expressing another feeling. Homework: Write a dialogue in pairs: a father is telling his son he spends too much time on the whatsApp. Using their imagination students can make a funny conversation. They prepare it and perform it in front of the class.

Tips:

Tips for Verbal performance:

Read clearly, intonation,

pronunciation, pauses.

Tips for non-verbal:

Eye contact,gestures, space, tone of

voice, intensity,etc.

Evaluation:

- Teacher evaluates the verbal performance of student A and the non-verbal of student B-




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ACTIVITY 7: CATCHING PEOPLE’S ATTENTION

Description: The activity consists in preparing a short presentation on a subject of students’ choice. It can be a trip, a holiday, a favourite book,etc.

Objectives:

To catch people’s attention.

To convey the message

correctly.

To give positive feedback.

Procedure:

Teacher tells a student to speak about something important that has happened to her/him.

The student has 15 minutes to prepare the speech.

The teacher divides the class into 2 groups: the body language observers and the verbal observers.

Each group reads the guide to prepare their notes.

They can use the given one or create a new one.

The student begins to make his/her speech.

The others take notes and then compare the notes with the ones taken by the members of their group and complete the table.

They draw conclusions about if the body language was positive or negative or if the verbal language was positive or negative.

They explain their conclusions to the rest of the class and the speaker gets feedback from his/her peers.





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Video camera if possible.

Extra-activities: You can repeat this activity with another student talking about a trip, a holiday, a film, etc. and the class listen to the presentation and give feedback on one thing the student did well and one thing he/she should improve next time.




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Tips:

Speaker:

Know the audience, use the correct

channel, use the body language to

create interest. Use personal

experiences to captivate the audience.

Speak slowly, pronunciation, intonation,

pauses, control your nerves

Body language observers:

Eye

conta

ct

How often? Avoided?

Facial

expre

ssion

Inexpressive? Emotionally

involved? Interested?

Smiling?Terrified?

Tone

of

voice

Does their voice project

warmth, confidence, and

interest, or is it strained and

blocked?

Postu

re

and

gestu

re

Relaxed or stiff and

immobile? Sit properly?

Tensed and raised

shoulders, or slightly

sloped? What about hand

and arm movements?

Inten

sity

Flat, cool, and disinterested,

or over-the-top and

melodramatic?

Evaluation: - The speaker: body language, tone of voice,

interesting start and ending, pronunciation, intonation, pauses.

- For the observers: how they interact with the group, listen to the others, give their opinion, discuss, make agreements, give positive feedback.




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Timin

g and

pace

Is there an easy flow of

information back and forth?

Quickly or too slow

nonverbal responses?

Soun

ds

Do you hear sounds that

indicate caring or concern?

- Verbal observers:

Is the information well organized? Are

there few key points?, too long, too

short, many details, clear ideas,

examples, boring, interesting, finish or

unfinished sentences,etc.




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ACTIVITY 8: LEARNING FROM YOUR MATES

Description: To know about other cultures, explained by our foreigner classmates.

Objectives:

To know and accept cultural

differences and be able to

work with people from other

cultures.

Procedure:

A classmate from another country makes a speech about the cultural differences between his/her country and our country. The students have prepared the topics and given them to him/her.(possible topics: relationship between parents and kids, discipline at school, introducing yourself, lifestyle, etc.).After the speech the students can make questions.

Then write a report about similarities and differences between your culture and the one of the person interviewed.


Materials: Pen and paper.

Extra-activities: You can repeat this activity from time to time, changing the topic or the country.

Tips:

How to convey a message.

Evaluation:

- Teacher evaluates the speaker’s speech, how good communicator he/she is, pronunciation, intonation, pauses, short message with examples, techniques to catch students’ attention, vocabulary used, body language ….




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ACTIVITY 9: AN ENTHUSIASTIC STUDENT

Description: A student tries to convince the sports teachers that he is a suitable person to train the 12 year-old students of the school. The rest of the class are the observers (group A body language observers, Group B verbal observers who take notes and give feedback to the speaker.

Objectives:

To be able to convince the

others.

To be able to express his/her

ideas.

To accept positive feedback

from the peers.

To be a good observer and

have clear ideas of the

importance of verbal/non-

verbal language when

communicating.

Procedure:

Revision of the basis of

communication(verbal/non-verbal tips).

One student is going to prepare a speech in

order to convince the sports teachers of the

school that he is the most suitable candidate to

train a 12-old students’ team at school.

Two volunteers are the sports teachers.

Teacher divides the rest of the class into two

groups:

o Body language observers.

o Verbal observers.

Both groups take notes about the speaker’s

performance.

Students compare the notes with the members

of their group and draw conclusions.

Teacher elicits the final conclusions and opens a discussion about them.




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A record camera.

Extra-activities: This activity can be repeated as much as necessary but with variations. For example, students can write a different situation and requirements for the candidate.

Tips:

Use your body language to create

interest.

Use personal experiences to

captivate your audience.

Speak slowly, pay attention to

pronunciation, intonation, pauses.

Control your nerves.

Evaluation: - Teacher evaluates the speakers’ performance

taking into account the basis for a good communication.

- Teacher also evaluates the observers and the students’ interaction in the final discussion.




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ACTIVITY 10: A MUTE VIDEO

Description: The activity consists in observing the body language in 3 mute videos, predict the topic and the speakers’ mood.

Objectives:

To raise awareness of the

importance of the body

language in communication.

Procedure:

Warming up: Read the observation guide of the body language principles.

Students are divided into groups of four.

They watch 3 videos with mute sound and observe the body language.

They write downs their notes on the table.

Then they compare them with the ones taken by the other members of the group and complete the table together.

Teacher elicits the observations from each group.

Whole class discussion about if the body language of the video was positive or negative.

Students predict the topic and the mood.

They watch the video again but with the sound on.

They check their observations and comment them and summarize the key body language points and check how they show the speakers’ mood and language.





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A smart board with Internet

connection to watch the videos.

Extra-activities: This activity can be repeated from time to time using other videos.

Tips:

Body language keys:

Evaluation:

Teacher evaluates how good observers the students are and how they interact with their mates, giving their opinions, listening to the others, respecting the turns of speaking.




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ACTIVITY11: CROSS CULTURAL MISUNDERSTANDINGS

Description: Watching a video the students analyze why the message is sometimes misunderstood.

Objectives:

To be aware of the

importance of using the

proper communication skills.

Procedure:

Revise the tips for a good communication

Watch the following video and analyze the reasons of misunderstanding.

https://www.youtube.com/watch?v=BrJTf97Ev8o

Intercultural interaction difficulties.

Cultural values.

Non-verbal communication: eye contact, facial expressions, posture and gesture, touch, intensity, timing and place.

How could this confusion have been avoided?





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Materials: Video

https://www.youtube.com/watch?v

=BrJTf97Ev8o

Extra-activities:

Further activity: A foreign student from a very

different country like India, Pakistan, China

explains his/her personal experiences related to

misunderstanding and how the problem was

solved or should have been solved.

Tips:

Take into account the tips for good

communication and the cultural

differences.

Evaluation:

The teacher evaluates if the students understand the different cultural values and how importand they are when communicating and trying to convey a message properly.




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ACTIVITY 12: SMALL DISCUSSIONS

Description: Whole class discussion about the most important thing in an interview. First reading for a gist.

Objectives:

To be aware of the

importance of the first

appearance in a job

interview.

To read a test and

understand the most

important ideas.

Procedure:

Teacher asks students :”What is the most important thing to get a job?”

Teacher shows students the title of an article from the Daily newspaper.

A brainstorming of different opinions is open.

Teacher asks students to read the article.

Students are divided into 2 groups: group A in favour and gives arguments encouraging people to dress and behave properly in a job interview.

Group B disagrees and gives arguments stating that appearance is not the most important thing, there are others more important like personal skills, experience or qualifications.

Both groups write the arguments on flipcharts( Tips: I think/ In my opinion/ I agree/ I disagree/That’s true ,but…)

Group C the observers: half paying attention to the body language and the other half to the verbal communication.

A volunteer is chairing the discussion.

One person of each group presents the final conclusions giving as much support as possible.

The discussion begins.

The chairman controls the discussion between the groups and encourages participation, creativity and compromise.

Teacher films the discussion in order to take feedback of the activity.




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Materials: Photocopy of the article from the

Daily Newspaper.

Flipcharts, pen and board.

Film camera.

Extra-activities: Write an opinion essay: ”Do you agree that the first impression is one of the main things considered by employers?

Tips:

PLAN for an opinion essay

Express your own opinion on

something and convince the reader

that your opinion is valid´

Paragraph1 : Introduction: introduce

the topic and state your opinion very

briefly using clear and precise ideas.

Paragraph 2: Give examples and

reasons for your opinion. Use a

different paragraph for each reason.

Paragraph 3: Summarize your

opinions.

USEFUL LANGUAGE

In my opinion, I

think/feel/believe that

Connectors: What is more, Besides

As I see it,

I agree/(strongly)disagree

In addition, Moreover

Evaluation:

- Effective reading for a gist. Understand the main ideas of the test.

- To discuss about the topic: listen to the others, respect the turns of speaking, give clear ideas with solid arguments to convince the others. ACTIVE LISTENING? The process of listening, clarifying, giving feedback, and self-disclosing. It involves the participation of both parties in verbal and non-verbal ways. Use of “I” statements is imperative. : Sit or stand in a comfortable position with your body aimed in the general area where the speaker is. Try to be in a relaxed position. -Face the speaker and make appropriate eye contact. Be aware of other non-verbals: placement of arms, leaning forward when necessary, head nodding, degree of personal space, smiling.

Paraphrase the speaker’s message. Ask clarifying questions for understanding.

Malke comments, answer questions when the speaker pauses. Provide appropriate feedback. Empathy.




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It seems to me that,

As far as I am concerned

Furthermore,

It is clear that,

Connectors of contrast:

although,

From my point of view,

in spite of, however, nevertheless

Listen with openness. Be a supportive, but neutral listener.




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ACTIVITY 13: CLASSMATES INTERVIEWS

Description: The activity consists in a mock interview as a previous step for a real interview.

Objectives:

To prepare students for a real

interview.

To be able to report the

collected information in an

interview.

Procedure:

Pair work activity: one student is the employer and the other the candidate.

They prepare questions( you can use the given ones and add others).

After the interview, the interviewer writes a report with all the information and reads the report to the class.


Materials: Pen and paper.

Extra-activities: You can repeat this activity from time to time.

Tips:

Be punctual and properly dressed.

Good handshake.

Good posture while sitting.

Control your gestures, tone of voice

and pauses.

Come prepared with a resume or

references.

Evaluation:

Teacher evaluates the students performance, the communication( if they make eye contact, use appropriate volume,are confident, speak fluently and clearly, so the others can understand him/her,if they don’t over-praise themselves in front of the audience or don’t interrupt or talk over the other person.




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Don’t be the first to talk.

Be yourself.

Smile and be friendly. Eye contact.

Highlight that you love working with

people and learning new things.

Be a good listener.

Search information of the firm and

indicate you will be proud to work

there.

Have a good question on training.

Thank the interviewer and shake

hands.




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ACTIVITY 14:

GETTING FEEDBACK FROM YOUR MATES

Description: It consists in trying to persuade your boss and accepting feedback from your peers.

Objectives:

To know and accept feedback

from your peers.

Procedure:

In groups of 5, the students perform a small task.

-Read the text: “One student is the employer and the other the

employee who tries to convince his/her boss to allow

him/her to begin work at 8.30 instead of 8.00 because

he/she has to take his/her little son to school. He

suggests beginning 30 minutes later and finishing work

at 3.30 instead of 3.00.”

Remember the communication and body language rules.

A third student films the small dialogue. And the other 2 take notes about the performance, the message (clear, concrete, concise, etc.), the space, the language, tone of voice, etc, but they cannot interfere.

The other two students comment the notes they have taken during the dialogue.

The rest of the class adds comments and evaluates the positive and negative things.

The ones who have performed the task take notes about the things they have to improve when they get the feedback.




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Materials: Pen and paper

Extra-activities: You can repeat this activity using other examples.

Tips:

Remember the rules of

communication

To improve your performance,

remember the 3 ps:

PREPARE, PRACTISE AND PERFORM

Evaluation:

- The teacher evaluates the speakers’ performance and the notes taken by the observers, the way how they give feedback.




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ACTIVITY 15: CROSS CULTURAL DIFFERENCES

Description: The activity consists in explain the meaning of the gestures in your culture and in other cultures if you know.

Objectives:

To learn by heart.

To be aware of the different

meaning of gestures in

different cultures.


problems that can appear

when you are not familiar

with cultural differences.

Procedure:

Teacher shows students a photocopy of different gestures and students have to say the meaning in their culture and in other cultures.

Teacher invites students to click on the websites and memorize in 15 minutes as much as possible about the different meaning of gestures around the word.

3 students have the photocopy with the answers

and in turns, they make questions to the whole

class and students in pairs try to answer. Possible

examples: “What does “head toss” mean in Italy?

The first ones who answer properly, get one

point.

And the winner is the group with more points.





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Materials: http://www.crosscultured.com/doc

uments/Gesture%20answers.pdf

http://www.crosscultured.com/doc

uments/Gestures.pdf

Extra-activities: You can repeat this activity from time to time in order to be sure that your students know the meaning of the most important gestures in different cultures.

Tips:

Try to remember the most usual

ones in the cultures you may interact

in the future

Evaluation: - As it is a memo activity, evaluation is not

required.

http://www.crosscultured.com/documents/Gesture%20answers.pdf


http://www.crosscultured.com/documents/Gestures.pdf

http://www.crosscultured.com/documents/Gestures.pdf




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ACTIVITY 16: A REAL INTERVIEW

Description: The activity consists in preparing the students for a real interview, they have to look for information in the website of the company, read the requirements, prepare their CV and the questions for the interview.

Objectives:

Recognize the elements of a

successful interview.

Demonstrate the

interviewing skills.

Procedure: Assumptions: The students are supposed to have written

their CV at home last week. CVs previously corrected by

the teacher.

Form 3 groups:

o Group A: the candidates for a job as a

secretary in the sales department.

o Group B: the interviewers

o Group C: the observers.

Check the tips for a good interview and enter in

the web page of the company to get information

about it (30 minutes), take notes and prepare the

questions.

Group A (3 applicants) task:

to get information about the company

Information about the working conditions




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Information about training and promotions

Types of contract, etc.

Group B (2 recruiters) task:

Prepare the questions.

Personal information, skills, weakness and strengths, goals, experience, qualifications, background, family, hobbies, interest for the company, team working, salary, etc.

Group C formed by the rest of the class split into two groups: Take notes:

Group C1: the body language observers.

Group C2: the verbal communication.

The recruiters: choose the best candidate for the job and give reasons.

At the end, the observers comment the results interview, focussing on the positive andnegative this

in order to give a positive feedback. It would be better if you had the opportunity to film the interviews.


Materials: http://shop.mango.com/iframe.fac

es?state=she_006_IN

Video camera.

Extra-activities: You can repeat the same activity applying for a different job.

Tips:

Be punctual and properly dressed.

Good handshake.

Evaluation:

The teacher evaluates the students’ performance at an interview.

http://shop.mango.com/iframe.faces?state=she_006_IN

http://shop.mango.com/iframe.faces?state=she_006_IN




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Good posture while sitting.

Control your gestures, tone of voice

and pauses.

Come prepared with a resume or

references.

Don’t be the first to talk.

Be yourself.

Smile and be friendly. Eye contact.

Highlight that you love working

with people and learning new

things.

Be a good listener.

Search information of the firm and

indicate you will be proud to work

there.

Have a good question on training.

Thank the interviewer and shake

hands.

He /she also evaluates how good observers they are.




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ACTIVITY 17: VOLUNTEERING WORK

Description: It consists on predicting the topic from the photo, read a text to get information about the topic and use it to write a for and against essay.

Objectives:


importance of volunteering

work.

To be able to predict

information from a photo.

To be a good listener and be

able to collect the

important information

about a reading.

To be able to work in a

cooperative way helping

each other build

comprehension,

encouraging group sharing

and learning of specific

content.

Procedure:

- Brainstorming: Ask students to focuss attention on the photo and elicit the answers to the questions. Teacher elicits answers and encourages students to express their opinions. Task: Jigsaw reading

Each student has a letter A, B, C, D, according to the text he/she reads and then explains it to the members of his/her group.

- Then, they answer ten questions individually in 15 minutes

The winner is the group with more correct answers.

Schedule: 120 minutes( 2 sessions of 60

minutes).




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Materials: Text taken from: New York Times.

http://www.nytimes.com/2010/07

/31/your-

money/31shortcuts.html?_r=0

Extra-activities: Homework: A for and against essay: “Volunteering work should be compulsory at schools”.

Tips:

PLANNING: For and against essay.

It is about a controversial topic. The

writer presents both sides of the

issue and gives his/her opinion at

the end of the essay.

Paragraph1: State the issue.

Paragraph 2: Provide arguments in

favour and give examples.

Provide arguments

against and give examples.

Paragraph 3: Summarize the topic

and state your opinion.

USEFUL LANGUAGE

Many people say I

think It is

true

There are many reasons for It

is not an easy question

We must look at both sides of the

question

Connectors:

On the one hand/ on the other

hand.

Evaluation:

- The teacher evaluates how the students interact with the other members of the group. The ability of collecting information listening to their partners without having to read the whole text. ---Their writing performance writing a for and against essay about the topic.

http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html?_r=0






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However/ But/What’s more…./In

addition…../Furthermore,…../More

over,……/

Ending:

In my opinion, …. /In conclusion,…./

To sum up,…./In conclusion,…




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ACTIVITY 18:

UNEMPLOYMENT PROBLEM

Description: Make students read a text about unemployment problem in order to raise awareness of it and how important is to be well-qualified and have the required skills to be able to get a job.

Objectives:


unemployment problem,

looking for solutions and

make them aware of the

importance of being well

prepared .

Procedure:

Jigsaw reading:

The teacher invites students to form groups of 3, each student has a letter A, B, C.

They have to read the text according to their letter.

The other members of their group take notes.

Then they write a report using their notes.

At the end, they read it to the members of their group and pay attention to their comments and corrections (if necessary).


Materials: Photocopy taken from:

Extra-activities: A formal letter or formal mail: Write a formal letter or mail to the Mayor of your city complaining about the difficulties that young people have to find a job.




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Adapted from: THE

FINANCIAL TIMES LTD 2015May 23,

2014 1:04 pm

http://www.ft.com/cms/s/2/5908

da36-db09-11e3-8273-

00144feabdc0.html#slide0

Tips:

A formal letter

Plan

-Put your address in the top right

hand corner and write the date

under your address

-Put the name and the address of

the person you’re writing to on the

left, above the greeting.

-Don’t use contractions.

-Use formal language and phrases.

-Use the passive whenever

possible.

-Give a clear reason for writing.

-Organize your material into

paragraphs.

USEFUL LANGUAGE

Greetings:

O If you don’t know the name: Dear

Sir/Madam and finish with: Yours

faithfully

Evaluation: - Evaluate how good listeners the students are. If their

notes are relevant or not, the way to sum up information and finally their written production: a formal letter.




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O If you know the name: Dear

Mr/Ms/Mrs and finish with: Yours

sincerely.

Reasons for writing: I am writing to

apply for……/ request some

information about…./ask

about……/ complain about…../ I

saw your advertisement in…./I read

about…./ regarding……

Formal language: I would like to

point out that…./I would be very

grateful if……

SEQUENCING

Firstly,……/Secondly,……/Finally,…..

/In conclusion,…

Ending: I look forward to hearing

from you.

Yours faithfully (with Dear

Sir or Madam)/ Yours sincerely

(with Dear Mr/Ms X).




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A possible problem can be the students’ lack of confidence when they have to speak up in front

of an audience, they usually feel nervous and are more concerned with the content than with the

way of communicating.

Although some activities are very short, you need time and practice, once is not enough if you

want to success in communication. The problem is the lack of time, the stated curriculums that

don’t give you many opportunities to introduce new topics.

Possible solutions

Students should practise, practise and more practice.

BIBLIOGRAPHY Communication:

http://www.advocatesforyouth.org/publications/1188-lessons

http://www.bbc.co.uk/worldservice/learningenglish/business/getthatjob/unit4interview/page

1.shtml

https://www.boecareers.co.uk/OA_HTML/RF.jsp?function_id=14296&resp_id=23350&resp_app

l_id=800&security_group_id=0&lang_code=US&params=aQhzj2W4CCLRwPqS9WKsL3g9L4-t-

7jg8PesrvKQBCBiD5wQ4V4p54l.zGnMeLWR

www.bogglesworldesl.com/lessons/job_fair.html

http://2012books.lardbucket.org/books/an-introduction-to-group-communication/s03-03-

communication-in-context.html

http://businesscasestudies.co.uk/career-info/techniques-for-an-effective-job-

search/#ixzz3SwyuhelI

http://cape-commstudies.blogspot.com.es/2010/10/forms-of-communication.html

http://www.dol.gov/odep/topics/youth/softskills/Communication.pdf

-Hadfield,J.1992. Classsroom Dynamics. Oxford: Oxford University Press.

-Wood, J. (1997). Communication in Our Lives. Boston, MA: Wadsworth.

http://www.advocatesforyouth.org/publications/1188-lessons

http://www.bbc.co.uk/worldservice/learningenglish/business/getthatjob/unit4interview/page1.shtml

http://www.bbc.co.uk/worldservice/learningenglish/business/getthatjob/unit4interview/page1.shtml

https://www.boecareers.co.uk/OA_HTML/RF.jsp?function_id=14296&resp_id=23350&resp_appl_id=800&security_group_id=0&lang_code=US&params=aQhzj2W4CCLRwPqS9WKsL3g9L4-t-7jg8PesrvKQBCBiD5wQ4V4p54l.zGnMeLWR



http://www.bogglesworldesl.com/lessons/job_fair.html

http://2012books.lardbucket.org/books/an-introduction-to-group-communication/s03-03-communication-in-context.html

http://2012books.lardbucket.org/books/an-introduction-to-group-communication/s03-03-communication-in-context.html

http://businesscasestudies.co.uk/career-info/techniques-for-an-effective-job-search/#ixzz3SwyuhelI

http://businesscasestudies.co.uk/career-info/techniques-for-an-effective-job-search/#ixzz3SwyuhelI

http://cape-commstudies.blogspot.com.es/2010/10/forms-of-communication.html

http://www.dol.gov/odep/topics/youth/softskills/Communication.pdf




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http://www.ehow.com/how_5418579_improve-verbal-communication-skills.html

http://www.ehow.com/HOW_4867314_learn_effective.communication-skills.html

http://erc.msh.org/mainpage.cfm?file=4.6.0.htm&module=provider&language=English

http://etraining.communitydoor.org.au/mod/page/view.php?id=178

http://etraining.communitiydoor.org.au/resources/etraining/units/chcorg3b/documents/activit

ies_53.doc

http://www.mindtools.com/CommSkll/CommunicationIntro.html

http://www.mindtools.com/pages/article/newCS_99.htm

http://www.mindtools.com/pages/article/communication-strategy-framework.html

http://www.mindtools.com/CommSkll/CommunicationsPlanning.html

www.mindtools.com/Commskll/SpeakingToAnAudience.html

www.skillsyouneed.com/general/communication_skills.html

www.skillsyouneed.com/general/what-is-communication.html

www.skillsyouneed.com/ips/verbal-communication.html

www.skillsyouneed.com/ips/effective-speaking.html

http://www.skillsyouneed.com/ips/principles-communication.html


https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/3973a53f-00c9-4d22-

9a84-

4844a817f302/602/shared/resources/director/induction/communication/verbal_nonverbal_co

m.html

https://sielearning.tafensw.edu.au

www.nedarc.org/tutorials/utilizingData/determineTargetAudience.html

www.onestopenglish.com

www.careers.mt.gov

Writing skills

-Chapman,R.2013.English for Emails. Oxford: Oxford University Press.

-White,R and Arndt,V.1996.Process Writing.London: Longman.

http://www.ehow.com/how_5418579_improve-verbal-communication-skills.html

http://www.ehow.com/HOW_4867314_learn_effective.communication-skills.html

http://erc.msh.org/mainpage.cfm?file=4.6.0.htm&module=provider&language=English

http://etraining.communitydoor.org.au/mod/page/view.php?id=178

http://etraining.communitiydoor.org.au/resources/etraining/units/chcorg3b/documents/activities_53.doc

http://etraining.communitiydoor.org.au/resources/etraining/units/chcorg3b/documents/activities_53.doc

http://www.mindtools.com/CommSkll/CommunicationIntro.htm

http://www.mindtools.com/pages/article/newCS_99.htm


http://www.mindtools.com/CommSkll/CommunicationsPlanning.htm

http://www.mindtools.com/Commskll/SpeakingToAnAudience.html

http://www.skillsyouneed.com/general/communication_skills.html

http://www.skillsyouneed.com/general/what-is-communication.html

http://www.skillsyouneed.com/ips/verbal-communication.html

http://www.skillsyouneed.com/ips/effective-speaking.html

http://www.skillsyouneed.com/ips/principles-communication.html


https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/3973a53f-00c9-4d22-9a84-4844a817f302/602/shared/resources/director/induction/communication/verbal_nonverbal_com.html




https://sielearning.tafensw.edu.au/

http://www.nedarc.org/tutorials/utilizingData/determineTargetAudience.html

http://www.onestopenglish.com/

http://www.careers.mt.gov/




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Body Language

http://www.communitycare.co.uk/2012/08/10/how-to-use-body-language-to-improve-your-

social-work-practice

http://www.creducation.org/resources/nonverbal_communication/comprehension_check.html

http://Grammar.about.com/ad/mdg/g/Non-verbal-communication.html

http://homeworktips.about.com/od/mindandbody/a/nonverbal.html

-

Manninen T. & Kujanpää T. (2002) Non-Verbal Communication Forms in Multi-player Game

Session. In Proceedings of HCI 2002 Conference, Faulkner, X., Finlay, J. and Détienne, F. (eds).

Springer-Verlag, pp. 383-401

www.mindtools.com/pages/article/Body_Language.html

www.nhscareers.nhs.uk/media/1487388/Interpretbody-Slides_topic3_Activity1.ppt

Cross-cultural


www.diversitycouncil.org/toolkit

http://www.skillsyouneed.com/ips/barrierscommunication.html#ixzz3WpYmC11A

-Donna Vocate’sVocate, D. (Ed.). (1994). Intrapersonal Communication: Different Voices,

Different Minds. Hillsdale, NJ: Lawrence Erlbaum.

Ting-Toomey, S. & Chung, L. C.2005. Understanding Intercultural Communication. Los Angeles:

Roxbury Publishing Company.

First Impressions:

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-

Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ56rt9w


Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5vxdo

http://www.communitycare.co.uk/2012/08/10/how-to-use-body-language-to-improve-your-social-work-practice

http://www.communitycare.co.uk/2012/08/10/how-to-use-body-language-to-improve-your-social-work-practice

http://www.creducation.org/resources/nonverbal_communication/comprehension_check.html

http://grammar.about.com/ad/mdg/g/Non-verbal-communication.html

http://homeworktips.about.com/od/mindandbody/a/nonverbal.html

http://www.mindtools.com/pages/article/Body_Language.html

http://www.nhscareers.nhs.uk/media/1487388/Interpretbody-Slides_topic3_Activity1.ppt


http://www.diversitycouncil.org/toolkit

http://www.skillsyouneed.com/ips/barrierscommunication.html#ixzz3WpYmC11A

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ56rt9w

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ56rt9w

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5vxdo

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5vxdo




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Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5k6fdB


Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3J5SluJ9

http://www.mindtools.com/CommSkll/FirstImpressions.html

www.skillsyouneed.com/ps/personal-appearance.html

www.skillsyouneed.com/ps/personal-presentation.html

An interview:

www.quintcareers.com/job_interviews/thought.html

http://www.quintcareers.com/interview_question_database/interview_questions_2

http://www.umt.edu/career/CareerResources/Interviewing/Before%20the%20interview/mock.

php

-Rinvolucri,M.1984. Grammar Games. Cambridge: Cambridge University Press.

www.teachingenglish.org.uk

www.slideshare.com

www.teachingenglish.co.uk

Videos:

www.youtube.com/watch?v=OUFPHW7BCCI

https://www.youtube.com/watch?v=p_T8rSmgMWQ#t=397

https://www.youtube.com/watch?v=I3xW0ZFos0I

http://www.youtube.com/watch?v=XUO59Emi3eo

http://www.npr.org/2015/04/07/397933577/transcript-president-obamas-full-npr-interview-

on-iran-nuclear-deal

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5k6fdB

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5k6fdB

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3J5SluJ9

http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3J5SluJ9

http://www.mindtools.com/CommSkll/FirstImpressions.html

http://www.skillsyouneed.com/ps/personal-appearance.html

http://www.skillsyouneed.com/ps/personal-presentation.html

http://www.quintcareers.com/job_interviews/thought.html

http://www.quintcareers.com/interview_question_database/interview_questions_2

http://www.umt.edu/career/CareerResources/Interviewing/Before%20the%20interview/mock.php

http://www.umt.edu/career/CareerResources/Interviewing/Before%20the%20interview/mock.php

http://www.teachingenglish.org.uk/

http://www.slideshare.com/

http://www.teachingenglish.co.uk/

http://www.youtube.com/watch?v=OUFPHW7BCCI

https://www.youtube.com/watch?v=p_T8rSmgMWQ#t=397

https://www.youtube.com/watch?v=I3xW0ZFos0I

http://www.youtube.com/watch?v=XUO59Emi3eo

http://www.npr.org/2015/04/07/397933577/transcript-president-obamas-full-npr-interview-on-iran-nuclear-deal

http://www.npr.org/2015/04/07/397933577/transcript-president-obamas-full-npr-interview-on-iran-nuclear-deal




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Module 7 – PRESENTATION SKILLS

Author: Christian Altmann

School:Fach- und Berufsoberschule Erlangen




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Presentations skills and public speaking skills are very useful in many aspects of work and

life. Effective presentations and public speaking skills are important in business, sales and

selling, training, teaching, lecturing, and generally feeling comfortable speaking to a group

of people.

Developing the confidence and capability to give good presentations, and to stand up in

front of an audience and speak well, are also extremely helpful competencies for self-

development and social situations. The following module shall help students to improve

their delivery and to convince their audience in any kind of presentation.

Aims:

Students

1. create and use varied presentations.

2. analyze target audience and presentation context.

3. select appropriate presentation formats for different purpose.

4. create and deliver presentations in a concise and effective manner.




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Sections:

1. Tools

2. Powerpoint

3. The six steps to start a Presentation

4. Preparation of the Presentation

5. Body language

6. Mimik

7. Gestures

8. Effective Speaking

9. Rhetorical devices

10. Tips and Tricks




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Brief description

Tools Laptop, Flipchart, Pinboard

Powerpoint Typefaces, line distances, ...

The six steps to start a Presentation

Greetings, compliments, …

Preparation of the Presentation Objective, subject, audience

Body language Body language

Mimik Facial expressions during a presentation

Gestures Mannerism which can interfere a good

communication

Effective Speaking Finding your voice, Vocal production, …

Rhetorical devices Anaphora, Anthihesis, …

Tips and Tricks Surprise, question, provocation, …




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TOOLS Description: The lesson gives an overview what students should keep in mind by using a flipchart, beamer or a pinboard.

Objectives: Students find out in groups what

they should keep in mind by using a

flipchart, beamer or a pinboard.

Procedure:

Motivation phase (5 Min)

The teacher discusseswith the students, which

are the most important tools to create a

presentation. Then the teacher divides the

students into groups and distributes the

worksheets.

Students fill out the worksheets in groups (12

Min).

Comparing of the notes in plenary (8 Min).

Schedule: 25 Minutes

Solutions: In plenary the students compare their notes. Then teacher completes the results if necessary.

Materials: Worksheet“Tools”

Evaluation: The teacher observes the students and supports if necessary.




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ACTIVITY 2:

POWERPOINT Description: The lesson gives an overview what is necessary for a successful Powerpoint presentation.

Objectives: Students shouldfind out what is necessary for a successful Powerpoint presentation.

Procedure:

Motivation phase (5 Min).

Students fill out in individual work the

worksheet (10 Min).

Comparing of their results in plenary (5 Min).



Materials: Worksheet“Powerpoint”





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ACTIVITY 3:

THE SIX STEPS TO START A PRESENTATION

Description: The lesson gives an overview about what is necessaryto start a good Presentation.

Objectives: Students find out what is necessary for a good start of a presentation.

Procedure:


Students watch the movie (5 Min).

The teacher divides the students into groups

and distributes the worksheets.

Students fill out the worksheetin partner work

(10 Min).




Materials: Worksheet “The six steps to start a Presentation” Computer, Internet

Evaluation: The teacher organizes a computer room with internet connection for all students. During the lesson he observes the students and supports if necessary.




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ACTIVITY 4:

PREPARATION OF THE PRESENTATION

Description:

The lesson gives an overview about

what is necessary to know about

the preparationof a presentation.

Objectives: Students should find out what is most important to know for the preparation of a presentation about

the Objective.

the Subject.

the Audience.

the Place.

Procedure:


Students read the text about the preparation of

a presentation (5 Min).

Students answer individually the questions in

written form (10 Min).



Solutions: In plenary the students compare their notes. Then

teacher completes the results if necessary.

Materials: Worksheet “Preparation of the

Presentation”





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ACTIVITY 5:

BODY LANGUAGE Description: The lesson gives an overview about what is necessary to know about the right position during a speech or presentation.

Objectives: Students should find out what is the right position during a speech or presentation.

Procedure:


Students fill out the worksheet (5 Min).

Comparing of the results in plenary (5 Min).


Solutions: In plenary the students compare their notes.

Materials: Worksheet“Body language.”





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ACTIVITY:

MIMIK

Description: The lesson gives an overview

about what characteristics the facial expression of a person should have during a speech or presentation.

Objectives:

Students should find out what characteristics the facial expression of a person should have during a speech or presentation.

Procedure:


Students fill out the template in individual

work (5 Min).

Comparing their results in plenary (5 Min).



Materials. Template “Mimik”





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ACTIVITY 7:

GESTURES Description: The lesson gives an overview about

what mannerism can interfere a good communication.

Objectives: Students should find out students

what mannerism can interfere a good communication.

Procedure:


The teacher divides the students into

groups and distributes the worksheets.

Students answer in partner workthe

questions (15 Min).




Materials: Worksheet “Gestures.”





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ACTIVITY 8:

EFFECTIVE SPEAKING

Description:


what is necessary for effecive

speaking.

Therefore

1. Students read a text how they can

improve the sound of their voice

and the way they speak. Afterwards

they read another document three

times, first silently, then in their

normal voice and after that they

record it if possible or they read it

out loud.

2. They concentrate on reading the

text about The Effect of Breath on

Voice and Speech. After that they

do some breathing exercises

together with a partner.

3. They read a text about vocal

production. They discuss the text

with a partner.




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Objectives: Students should find out what is

most important to know belonging

to Effective Speaking about

Finding their voice.

The Effect of Breath on

Voice and Speech.

The vocal production..

Procedure: Students read the text about how they can improve the sound of their voice and the way they speak(10 Min).

They read another document three times,

first silently, then in their normal voice and

after that they record it if possible or they

read it out loud

(10 Min).

Break (5 Min).

They read the text “The Effect of Breath on

Voice and Speech” (10 Min).

They do with a partner some breathing

exercises (10Min).

Break (5 Min).

They read the text about vocal production (10

Min).

They discuss the text with a partner (15Min).

Final Discussion (15 Min).


Solutions: No solutions necessary. Open questions can be answered in the discussion at the end of the module.




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Materials: Templates

Find your voice

The Effect of Breath on

Voice and Speech

The vocal production





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ACTIVITY 9:

RHETORICAL DEVICES

Description:


what rhetorical devices are useful

in a presentation.

Objectives: In order to provide their speech with

a little more variety and to make it

less boring students should learn

some rhetorical devices and to give

some examples.

Procedure:


Students read the text about rhetorical

devices(10 Min).

They try to find in partner work for every

rhetorical device an

example (15 Min).




Materials: Worksheet “Rhetorical devices”.





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ACTIVITY 10:

TIPS AND TRICKS

Description:


which tips and tricks are useful in a

presentation.

Objectives: Students learn some interesting tips

and tricks to make their speech less

boring and more interesting.

Procedure:


Students read the text about tips and tricks(10

Min).

They try to find in partner work for every tip an

example (15 Min).




Materials: Worksheet “Tips and Tricks.”





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Difficulties on teaching this module

Most of the templates are easy to fill out by individual or partner work. So it should not be

difficult to teach the activities of the module, as all results of every unit will be compared at

the end. The only problem which could arise, is that for the activities 8 to 10 students have

to find appropriate examples on their own and it might be difficult to control all the results.

Otherwise students work in these activities always together with a partner who will control

the results. And in case of need there is always the teacher, who can help.


https://www.youtube.com/watch?v=w8KjtN3sSo&index=2&list=PL9060FE7B23B0B20B

http://www.skillsyouneed.com/ips/effective-speaking.html#ixzz3YIsuFCQ2

http://time.com/2903011/tips-perfect-presentation/

http://www.karrierebibel.de

https://www.youtube.com/watch?v=w8KjtN3-sSo&index=2&list=PL9060FE7B23B0B20B

http://www.skillsyouneed.com/ips/effective-speaking.html#ixzz3YIsuFCQ2

http://time.com/2903011/tips-perfect-presentation/




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Module 8: PROBLEM SOLVING AND DECISION MAKING

Author: Daniel MATKOVIC

School: Lycée Clos MAIRE 21200 BEAUNE (FRANCE)




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MODULE DESCRIPTION Pre-requisites

Being taught in English the course requires at least a B1 level of English language. However the

difficulty of the practical part can be adapted to any grade. Moreover it can be translated in

mother tongue and implemented.

Module description

The module is meant to develop students’ abilities to solve difficult problems and/or make

complex decisions.

Aims: Students should be able to :

1. To identify a problem.

2. To define the problem.

3. To compare and contrast the problem with similar ones using past experience.

4. To identify a range of options and alternative solutions when making decisions.

5. To analyse the solutions, to discriminate among options and to select the best

alternative.

6. To identify the advantages and disadvantages of individual and group decisions.

7. To make informed decisions and to take responsibility.

8. To have students work in groups, see how team working can help them to solve a

problem.

9. To help students generate as many creative ideas as possible.

Sections:

1. What are the main parts/key components of the problem solving process?

2. What various alternatives can you identify to solve a problem?

3. What skills do you need to solve the problem?




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4. What steps can you take to solve a problem?

5. What are the steps in decision making?

6. What positive and negative consequences a certain decision may have?

7. How to make the best decision?




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Title of the activity Brief description

TEST: How good are you at problem solving? Pre/post test on the topic

The game of the six glasses Ice-Breaker 1

How to solve the Water Jug Riddle from Die Hard 3? Ice-Breaker 2:

Getting to know problems/conflicts Game

A Theoretical facts about problems/conflicts. Lecture n°1

Types of problem and problem solving strategy Lecture n°2

Practice How to solve a problem Single/Group Activity

Deciding When to Problem-Solve Mini lecture + role playing

Solving problems/conflicts role playing Role playing

Switcheroo Group Activity

Stereotype Group Activity / Role playing

Moody problem solving Group Activity / Role playing

Tower of Air Group game

Role-playing Problem-Solving with Toothpicks, Dots,

and Coins Group role playing

Tips for… Problem solving

Recommended links




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Student self- assessment (pre-post test on the topic)

Not at all Rarely Some

times Often Very Often

1 point 2 points 3 points 4 points 5 points

1 Once I’ve chosen a solution, I develop an

implementation plan with the sequence of

events necessary for completion.

2 After a solution has been implemented, I

immediately look for ways to improve the

idea and avoid future problems.

3 To avoid asking the wrong question, I take

care to define each problem carefully

before trying to solve it.

4 I strive to look at problems from different

perspectives and generate multiple

solutions.

5 I try to address the political issues and other

consequences of the change I’m proposing

so that others will understand and support

my solution.

6 I evaluate potential solutions carefully and

thoroughly against a predefined standard.

7 I systematically search for issues that may

become problems in the future.

8 When I decide on a solution, I make it

happen – no matter what opposition I may

face.

9.I find that small problems often become

much bigger in scope, and thus very difficult

to solve.

10 I ask myself lots of different questions

about the nature of the problem.

11 After my solution is implemented, I relax

and focus again on my regular duties.




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12 I focus on keeping current operations

running smoothly and hope that problems

don’t appear.

13 I evaluate potential solutions as I think of

them.

14 When I need to find a solution to a

problem, I usually have all of the

information I need to solve it.

15 When evaluating solutions, I take time to

think about how I should choose between

options.

16 Making a decision is the end of my

problem-solving process




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PRE/POST TEST ON THE TOPIC

Description:

This test might be used as:

A pre/post test on the

topic: by comparing the

answers, the students

would be able to

evaluate what they

have learned during this

course. In that case the

teacher should reduce

the number of

questions and keep only

10 of them.

A normal activity to

introduce the module,

after collecting the

answers, the teacher

will have to make a

“global analysis” and

introduce the plan of

the module.

Objectives:

To help student knowing

about their problem

solving skills

Procedure:

If the activity is used as a pre/post test, the

teacher should keep the sheets and give them

back by the end of the module and ask the

students to answer again and analyze the

changes.




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Evaluate how good

students are on problem

solving

If the test is used as a regular activity, the teacher

will collect the answers and make a global

analysis. An interesting interpretation would be

to use that analysis to build, with the students,

the plan of the module.

Schedule:

30 minutes

Solutions:

Score Comment

16-36

You probably tend to view problems

as negative, instead of seeing them as

opportunities to make exciting and

necessary changes. Your approach to

problem solving is more intuitive than

systematic, and this may have led to

some poor experiences in the past.

With more practice, and by following

a more structured approach, you’ll be

able to develop this important skill

and start solving problems more

effectively right away.

37-58

Your approach to problem solving is a

little “hit-and-miss.” Sometimes your

solutions work really well, and other

times they don’t. You understand

what you should do, and you

recognize that having a structured

problem-solving process is important.

However, you don’t always follow that

process. By working on your

consistency and committing to the




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process, you’ll see significant

improvements.

59-80

You are a confident problem solver.

You take time to understand the

problem, understand the criteria for a

good decision, and generate some

good options. Because you approach

problems systematically, you cover

the essentials each time – and your

decisions are well thought out, well

planned, and well executed. You can

continue to perfect your problem-

solving skills and use them for

continuous improvement initiatives

within your organization.

Materials:

- A room with chairs

- Pencils

- One printed worksheet for

each student.

Tips: Evaluation:

Students will mainly evaluate their knowledge by

themselves.

The teacher could help them if there is

something they don’t understand.




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ACTIVITY 2:

ICE-BREAKER 1: THE GAME OF THE SIX GLASSES

Description:

This first activity is based

on an easy problem to

solve, although some

students may have

problems going through

it… By the end of the

activity the teacher will

explain that it is

necessary to analyse the

problem and to set up a

problem solving process

in order to solve it

quickly and efficiently.

- This activity might be

used as an ice breaker or

a regular activity to

introduce problem

solving.




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Objectives:

To identify a range of

options and alternative

solutions when making

decisions.

To identify the

advantages and

disadvantages of

individual and group

decisions.

To make informed

decisions and to take

responsibility.

To have students work in

groups, see how team

working can help them to

solve a problem.

To help students

generate as many

creative ideas as

possible.

Procedure:

Split the class into groups of 3-4 students.

Ask each group to solve this problem:

Six drinking glasses stand in a row, with the first three full

of juice and the next three empty. By moving only one

glass can you arrange them so empty and full glasses

alternate?




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Schedule:

30 minutes.

Solutions:

1. The solution is easy: Hold the second full glass

and pour its contents into the fifth glass and

replace the glass in place 2

2. Unconsciously, people create a rule that does

not exist: one cannot move the glasses’ content.

This is a very common kind of mental block

generating assumptions in our minds about

how things should be. This is particularly

relevant in problem solving.

Materials:

6 glasses: 3 will remain empty

and 3 will be filled with a colored

liquid.

Tips:

As the solution is quite easy, the

teacher shouldn’t provide any

help to the students even if

they’re quite interrogative… In

that case the feedback will be

important to make.

Evaluation:

Ask students to describe the process they followed

to solve this problem.

Ask them to think why some of them had trouble

finding the solution.




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ACTIVITY 3:

ICE-BREAKER 2: HOW TO SOLVE THE WATER JUG RIDDLE FROM DIE HARD

Description:

Like the previous activity, this one

can also be used as an ice breaker

or a regular activity.

Objectives:




solve a problem.

To help students generate

as many creative ideas as

possible.

Procedure:


Ask each group to solve this problem:

You have to measure exactly 4 liters of water, but you

only have a 3-liter bottle and a 5-liter bottle. How do you

do it?

Schedule:

30 minutes.

Solutions:

Possible answers:

1. Fill the 3-liter bottle and pour it into the empty 5-

liter bottle.

Fill the 3-liter bottle again, and pour

enough to fill 5-liter bottle. This leaves exactly 1 liter in

the 3-liter bottle.

Empty the 5-liter bottle; pour the

remaining 1 liter from the 3-liter bottle into the 5-liter

bottle.

Fill the 3-liter bottle and pour it into the

5-liter bottle. The 5-liter bottle now has exactly 4 liters.

2. Here is another way to do it*




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Fill the 5-liter bottle and pour water from

it into the 3-liter bottle until it is full. This leaves 2 liters in

the 5-liter bottle.

Empty the 3-liter bottle and pour the 2

liters of water from the 5-liter bottle into the 3-liter

bottle.

Fill the 5-liter bottle again.

Fill the 3-liter bottle from the 5-liter

bottle. Since the 3-liter bottle had 2 liters of water, only

one liter is transferred leaving exactly 4 liters of water in

the 5-liter jug.

Materials:

- Two bottles (one of 3 liters

and the second of 5 liters)

- An access to tap water.

Tips:

Let the students (and

encourage them to)

experiment as many

solutions as possible.

The teacher should ensure

that in each group every

member gives at least one

solution.

Evaluation:

Ask students:

Did you try several options before getting to

the solution?

Did one of you behave like a leader?

Was each member of the group involved in the

problem solving process?

By the end, did you plan your solution or just

experiment different ones.




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ACTIVITY 4:

GETTING TO KNOW PROBLEMS/CONFLICTS

Description:

Before solving a problem or a

conflict, one should be aware that

this problem exists… During this

activity, students will learn that the

perception of a conflict depends on

the person who is analyzing the

situation, on its past experience...

Objectives:

To identify a problem.

Procedure:

The teacher tells some situations, students

have to decide if it's a conflict/problem or not.

If they aren't sure, they can stay near the

central line...

The teacher will ask two students to explain

their choices (one for no, one for yes) for each

situation.

Schedule:

45 minutes-1 hour.

Materials

- A room split into two parts,

if possible draw a line on

the floor. On one side of the

room, tape a paper with a

YES written on it, on the

other a paper with a NO.

- A list of situations

(problem/no Problem).

Extra-activities:

The teacher gives some theoretical facts about

conflicts. (see activity 5).




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Evaluation:

The teacher will ask the students:

Think about why every single person

analyses a situation differently (conflict/no

conflict)

What situations were without a doubt

identified as a conflict?

What situations were ambiguous? Explain

why.




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ACTIVITY 5:

LECTURE Nº1- THEORETICAL FACTS ABOUT PROBLEMS/CONFLICTS

Description:

This short lecture gives some

theoretical facts about problems.

Objectives:

To define a problem.

Procedure:

The teacher can teach using the classical “chalk and talk

method”.

Schedule:

45 minutes-1 hour.

Materials

A room with tables and chairs.

Tips:

This lecture should take place after

the students had a couple of

activities on problem solving (for

example activity 2 and an ice

breaker). It will help to define what

a problem is, what the different

types of problems are and how

they arise. That will help to

introduce and justify the work

which will be done after this lesson.




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ACTIVITY 6:

LECTURE n°2 - Types of problem and problem solving strategy

Description:

In lecture n°1, the different types of

problems have been defined, let's

see how to solve a problem.

Objectives:

To identify a range of options

and alternative solutions

when making decisions.

To analyze the solutions, to

discriminate among options

and to select the best

alternative.

To identify the advantages

and disadvantages of


decisions.

To make informed decisions

and to take responsibility.

Procedure:

The teacher can teach using the classical “chalk and

talk method”.

Schedule:

45 minutes-1 hour.

Materials:

A room with tables and chairs.

Extra-activities:

The IDEAL problem solving method will be used in

activity 7.




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Tips:

The teacher makes this lecture

trying, as much as possible, to link

the theoretical facts to the examples

that have been studied in the

previous activities. This should be a

lesson of course, but also a kind of

feedback of what was seen in the

beginning of the module.




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ACTIVITY 7:

PRACTICE HOW TO SOLVE A PROBLEM

Description:

Practice the IDEAL problem solving

process.

Objectives:




decisions.




alternative.




decisions.



Procedure:

The teacher gives the example of the use of the “IDEAL”

strategy to solve a problem, discuss the steps with

students. In the second part of the activity students

practice the strategy during the practice.

Schedule:

45 minutes-1 hour.

Materials:

- A room.

- Some draft paper.

- Printed activity sheets for

the “practice”.

Tips:




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The teacher shouldn’t assist

students much during the problem

solving process even if they seem

stuck. This point is tricky because

you have to help students to solve

their problem but not help them

solving the problem.

The typical help might be:

To ensure if they read the

questions well,

Check if they know on what

point of the solving process

they’re working,

Encourage them to explore

their solutions a bit further,

find other ones.

Make sure that students are

not skipping some steps of

the process.

Maybe give another

example of the solving

process to the class if the

first one wasn’t clear

enough...




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ACTIVITY 8:

DECIDING WHEN TO PROBLEM-SOLVE

Description:

Sometimes people are not aware

there is a problem to solve or

they're trying to solve a problem

that doesn't really exist! This activity

will help students to learn how to

use reflective listening to analyse a

situation and decide when to

"problem-solve"

Objectives:




decisions.




alternative.






solve a problem.

To help students generate as

many creative ideas as

possible.

Procedure:

This activity starts with a mini lecture and finishes with

some short role playing.




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Schedule:

30-45 minutes.

Materials

A room.

Extra-activities:

Activity 9.




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ACTIVITY 9:

SOLVING PROBLEMS/CONFLICTS ROLE PLAYING

Description:

In the beginning of this module,

students have been taught what a

problem is, how to detect if a

problem exists and how to solve it.

Now it's time to practise a bit with

some role playing.

Objectives:




decisions.




alternative.

To make informed


responsibility.




solve a problem.



possible.

Procedure:

Split the class into groups of 2-4 students or you can

start with asking each student to work on his or her own

for part 1 and then make groups for role playing.




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Schedule:

30-45 minutes.

Materials:

A room - printed diagrams.

Extra-activities:

Activity 8.




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ACTIVITY 10:

SWITCHEROO

Description:

Switcheroo is based on the old

saying, “You can’t see the forest

for the trees.” We sometimes get

so close to our problems that we

lose the perspective needed to

generate creative ideas. One way

to overcome this obstacle is to

shift our focus to something else.

Objectives:

To make informed


responsibility




solve a problem.



possible.

Procedure:

Split the class into groups of 4-7

students.

Have someone in each group write

down a problem challenge on a flip

chart.

Tell the group to spend 5 to 10 minutes

brainstorming ideas and recording

them all in writing, individually on Post-

it® Notes.

Request that they shift their focus to

another problem challenge relevant to

each group and spend 5 to 10 minutes

generating ideas for it. This problem

should be completely different from the

original one.

Call time and have them resume work on

the original problem.




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Tell them to write down any ideas on

Post-it® Notes (one idea per note) and

place them on flip charts for evaluation.

Schedule:

30-45 minutes.

Materials:

A room.

For each group:

markers, two flip

charts, and masking

tape for posting flip-

chart sheets.

For each participant:

one sheet each of three

different colors of

sticking dots and one

pad of 4x6 Post-it®

Notes.

Tips:

The students will choose one

problem and see that, sometimes,

switching to another problem

may help to solve the original one.

Evaluation:

Switching problems in this manner will often allow us to

see the original problem differently.

The break from the problem provides a change in

perspective. Moreover, working on the new problem

often sparks ideas for the first problem. If switching to

another problem doesn’t help, have the groups try

switching to nothing—just take a break and walk around,

then return to attack the problem with new energy.

Also consider having participants debrief using the

following questions:




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• What was most helpful about this exercise?

• What was most challenging?

• What can we apply?

• How would you rate the value of this exercise to

helping us with this issue?

• Will this exercise be helpful in the future for other

sessions?

• What did you learn?

• What will we be able to use from this exercise?

• What ideas were generated, and which ones were most

interesting.




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ACTIVITY 11:

STEREOTYPE

Description:

This exercise is based on the

concept of getting a new

perspective by consulting

someone else. However, instead

of actually talking with another

person, the objective is to think as

if you were someone else.

Objectives:

To make informed


responsibility.




solve a problem.



possible.

Procedure:


Have someone in each group write down a

problem challenge on a flip chart.

Distribute the Stereotype Handout.

Instruct participants to select some occupation

and think of how a stereotypical person in that

position would try to resolve the challenge.

Ideally, this occupation should be unrelated to

the problem. Suggest that they think of how a

police officer, lawyer, accountant, chemist,

physician, butcher, or carpenter would resolve

the problem.

Have them write down on the flip chart

everything they know about how someone in

another occupation would solve the challenge.

Tell them to think about kinds of solutions that a

person would think of and to use them to

generate ideas to resolve the challenge.




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Tell them to write down any ideas on Post-it®

Notes (one idea per note) and place them on flip

charts for evaluation.

Schedule:

30-45 minutes.

Solutions:

The descriptions might prompt the following

ideas:

“Blunt” the impact of errors by developing a

quality program that “hammers” on the theme of

quality improvement.

Require all manufacturing employees to check

their output twice.

Provide all employees with additional training in

quality control activities.

Conduct regular meetings with employees to

make sure they are aligned with management’s

goals and philosophy.

Make sure all employees use the latest

technology to improve job quality.

Materials:

- A room.

- For each group:

markers, two flip

charts, and masking

tape for posting flip-

chart sheets.

- For each participant:

one sheet each of

three different colors

of sticking dots and




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one pad of 4 x 6 Post-

it® Notes.

Tips:

Let the students (and encourage

them to) to think as though they

were someone else and see how it

will help to solve a problem.

Evaluation:

Ask the groups to discuss what occupations might be

best for what types of problems. In general, the more

different an occupation is from the challenge, the more

likely it is to prompt creative ideas. Also consider having

participants debrief using the following questions:

•What was most helpful about this exercise?

•What was most challenging?

• What can we apply?

•How would you rate the value of this exercise to

helping us with this issue?

•Will this exercise be helpful in the future for other

sessions?

•What did you learn?

•What will we be able to use from this exercise?

•What ideas were generated, and which ones were most

interesting?




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ACTIVITY 12:

MOODY PROBLEM SOLVING

Description:

In this activity, students will learn

how their mood or their

background impacts the way they

see or solve a problem. This

parallel thinking approach forces

each of the participants in group

to adopt the particular thinking

style and see what its

consequence on the problem

solving process is.

Objectives:

To compare and contrast

the problem with similar

ones using past

experience.




decisions.

To analyze the solutions,

to discriminate among

options and to select the

best alternative.




decisions.

Procedure:


In each group one student will be the scribe

and will write down the idea of each

participant.

Give all the groups an example of a

problematic situation (or ask students for

one), it might be a situation, an image or a

video… For example «Luis has 4 tests

tomorrow, he hasn’t started working on his

lessons and his friends are calling him to go

out for a drink »

Ask the students to think, for 3 minutes, as

if they were in a negative mood. They

should write down all they think about the

situation/image.




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To make informed


responsibility.




solve a problem.



possible.

After 3 minutes, move around the groups

and ask them to give examples of what they

wrote.

Do this work again with different

moods/point of views (for example :

optimistic, pragmatic, feelingless …).

Schedule:

45 minutes – 1 hour.

Solutions:

One possible conclusion could be: to tackle a problem

correctly and to have chance to solve it, it is better to

adopt a neutral point of view or to set up different

solutions and see which is the best one.

Materials:

A room, some printed versions of

the activity sheet.

Tips:

Each group will have to deal with a

problematic situation assuming

different points of view. The

teacher should encourage them to

strictly follow this rule even if their

real point of view is very

different…

Evaluation:

Discuss with students on how your mood can bias

your point of view.

Give some other examples, students will work in

groups, each student will assume « one mood » and

answer some questions. An example of what can be

done is given on the activity sheet.




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ACTIVITY 13:

TOWER OF AIR

Description:

Again, a "recreative" activity. The

main aim is to show how team

working may help in a problem

solving process.

Objectives:




decisions.




alternative.




decisions.

To make informed


responsibility.




solve a problem.



possible.

Procedure:

Divide your group into teams of three.

Give each team 10 balloons and a strip of

masking tape.

Explain that the object of this challenge is to

build the tallest free standing tower using both

the balloons and the masking tape that they

have been given. The tower must be built on

the floor (or table) and may not use any other

objects to lean against or help support it.

They will have 10 minutes to build their tower.




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Schedule:

30-45 minutes.

Materials:

10 Balloons for each team of 3

people.

Masking tape (in 1 m long strips).

Tips:

Variations: While the activity is

under way, call out certain

instructions that must be followed.

For example, “For the next 60

seconds no one in your group may

“talk” or “For the next 60 seconds

everyone in the group may only use

one hand.”

Evaluation:

What happened?

1) How tall did your tower end up being?

2) Did you do any planning before you started

building?

3) Did the plan change after you started building?

How?

4) Did everyone provide input to the plan?

5) What happened in your group as time was

running out?

6) Was your end product satisfactory? What would

you change next time?

What does it mean?

1) Did you look at what other teams were doing to

get ideas? (Mention that this would not be

cheating. You did not tell them they couldn’t look.

It is a good practice to use good ideas no matter

where they come from).

2) What can this activity tell us about working

together?

3) What problems can occur when you work in

groups?




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4) Was a leader chosen in your group? Did one

emerge? Who? Why?

5) Describe the roles that each person in your group

played. Were some people more involved than

others? Why?

Now what can we do with this information?

1) How does working together help us to solve

problems?

2) What behaviors should you exhibit when working

as part of a team?

3) How important is communication with your team

members?




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ACTIVITY 14:

ROLE-PLAYING PROBLEM –SOLVING WITH TOOTHPICKS, DOTS AND COINS

Description:

The purpose in this activity is not

only to solve a problem, but also to

teach what kinds of different

persons could be involved in the

process and what their exact role

is.

Objectives:

To identify a problem.

To define the problem.




decisions.

To analyse the solutions, to



alternative.




decisions.






solve a problem.

Procedure: (step by step)

I. Large Group Preliminaries (10 min.) - Facilitator

A. Introduction and overview of activity.

B. Description of roles:

1. Distribute Role Descriptions handouts

to Candidates.

2. Instruct Candidates to read through

role descriptions.

3. Gauge Candidate understanding of

roles by questioning .

C. Introduction of puzzles :

1. Distribute blank index cards on which

Candidates will record their names (Cards will also be

used to document known puzzle solutions for each

Candidate) .

2. Display each puzzle briefly and ask if

anyone knows the solution to any of the puzzles

(Candidates expressing knowledge of puzzle solutions

will: 1) write down puzzle numbers for which solution is

known on the index card and 2) automatically be




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possible.

excluded from playing the Problem Solver role for that

particular puzzle).

D. Assignment of groups:

1. Divide large group into triads; “extras”

will be randomly assigned to existing triads as fourth

members.

2. Assign an Assistant to coordinate

activities of each small group.

E. Reminders to Candidates:

1. Success in the interview does not

depend on one’s ability to successfully complete the

task, as the purpose of this experience is to enable

interview personnel to observe candidates’

engagement in and interactions during the process.

2. Individuals’ success will only be

enhanced by the success of the group; in other words

cooperation (as opposed to competition) is desired.

3. Monitor volume level during the role

play so that one group’s interactions are not overheard

by other groups who might be working on the same

puzzle.

[Note: Led by an Assistant, each small group reports to

the appointed location. During the remainder of the role

play, the Facilitator “floats” to observe, monitor

progress, and address problems and/or concerns that

might arise.]

II. Small Group Role Play (25 min.) – Assistants

A. Preparation:




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1. Collect index cards and assign

Candidate roles (Problem Solver, Helper, Observer) for

each puzzle.

a. Problem Solvers must not know the solution of the

puzzle to which they have been assigned (Refer to index

cards).

b. Roles will be rotated for each puzzle; any group

having four members will have two Observers for each

puzzle.

2. Clarify roles as needed

[Note: The Assistant monitors the small group’s

progress on each puzzle. It is recommended that each

group complete all three puzzles, but no fewer than two,

so that Candidates can be observed playing more than

one role.]

B. Engagement in role plays:

1. Direct Problem Solver to leave the area.

2. Display puzzle solutions to Helpers and

the Observer(s) so they can effectively assist the

Problem Solver.

3. Configure role play materials.

4. Invite Problem Solver back into room

with Helpers and Observers.

5. Direct Candidates to work on first

puzzle until solution is discovered or time is up.

6. Rotate roles, and then repeat 1-5 for

the second puzzle; role play continues until solution is

discovered or time is up.




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7. Rotate roles, and then repeat 1-5 for

the third puzzle; role play continues until solution is

discovered or time is up.

[Note: Led by the Assistant, each small group rejoins the

large group.]

III. Debriefing (15 min.) - Facilitator

[Note: Order in which questions are posed is important,

especially with early questions.]

Instruct Candidates to respond as they desire, but

inform them that individuals may be directly questioned

at the discretion of the Facilitator.

1. Describe the various helping behaviors

you observed when you were an Observer or

experienced as a Problem Solver.

2. Observers, what behaviors seemed to

be most helpful? Why? What behaviors seemed to be

least helpful? Why?

3. Problem Solvers, what behaviors were

most helpful? Why? What behaviors were least helpful?

Why?

4. Describe how you were trying to help

the Problem Solver in your group when you were a

Helper. Why did you choose the particular helping

behaviors or strategies you chose to use?

5. As an Observer, what was the perceived

effect of each of the various helping behaviors utilized

on the problem solving process?

6. From a Problem Solver’s perspective,

were the effects of the various helping behaviors




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actually as they appeared to the Observers? Why or

why not?

7. How do you like to be helped? Why?

8. How could this experience and the

knowledge you have gained from it be applied to a

situation in which you are trying to provide assistance

to a student?

9. What things would you change about

your performance in this situation?

10.What things should we change about this experience

when we do it again?

11.How do you think this experience will help us make a

decision about prospective employees?

Schedule:

1 hour.

Solutions:

Puzzle 1 (Toothpicks): Solution.

Directions: Remove eight toothpicks so there are only

two squares left.

Puzzle 2 (Dots): Solution

Directions: Connect all nine dots with four straight lines

without picking up the point of your pencil.

Puzzle 3 (Coins): Solution




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Directions: Move three coins to transform Arrangement

A into Arrangement B without removing the coins from

the tabletop.

Materials

A. Materials for Large Group

Preliminaries:

1. One for Facilitator

and each Assistant.

a. "Problem Solving

with Toothpicks, Dots, and Coins"

agenda.

b. Puzzles.

2. One per

Candidate.

a. Blank index card.

b. Role Descriptions

handout.

B. Materials for Small Group Role

Play

1. One for Facilitator

and each Assistant.

a. Puzzle solutions.

b. Materials kit for

use by Candidates during role play

(contains at least 20 toothpicks, 10

dot sheets, and 20 coins).




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2. One per Candidate

(previously distributed during

Large Group Preliminaries): Role

Descriptions handout.

Tips:

Instructions to the Problem Solver:

Just as students in a class might be

assigned problems they don't know

how to solve, you are asked to

solve a problem. (You need to

attempt give a correct answer, but

be aware that your success in the

interview does not depend on your

ability to successfully solve this

puzzle.) Just as a student might

seek assistance in solving class

problems, you are seeking

assistance from a helper. Be

conscious of how you feel during

the helping process, for you will be

asked to discuss your feelings and

observations afterwards.

Instructions to the Helper:

You are asked to help the Problem

Solver to solve the problem that

has been presented. Remember

that you are a helper, not the doer.

(You need to assist the Problem

Solver in giving the correct answer,

but be aware that your success in

Evaluation:

Ask for final questions or comments.

Direct Candidates to return any materials to an

Assistant.




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the interview does not depend on

the Problem Solver’s ability to

successfully solve this puzzle.) How

can you help the Problem Solver

without actually taking over the

problem yourself? Be conscious of

how you feel during the helping

process, for you will be asked to

discuss those feelings and your

observations afterwards.

Instructions to the Observer:

Observe the interaction between

the Problem Solver and the Helper,

but do not intervene yourself. In

the discussion that follows this

exercise, you will be asked to

supply examples as you give

feedback to the Problem Solver and

the Helper about their interaction.

You may find it helpful to take

notes. Consider the following

questions:

What behaviors did you

observe?

Were there any frustrating

times? For whom was it

frustrating and why?

What gestures, if any, did

the Helper use? Were they

useful?




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What was the Problem

Solver's reaction to the

Helper?

Did the task get done in the

allotted time? If not, why

not?

What did the Helper do to

make this a particularly

fruitful session?

What did the Problem

Solver do to make this a

particularly useful session?

What would have made this

a more productive

interaction?




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As you can see, in this module there is no much “chalk and teaching”. The students have to be

creative and involved in the activities in order to improve their problem solving competencies.

In order to get them involved, the teacher should be a facilitator, see some possible solutions

below.

Possible solutions

Use some ice breakers to let people know themselves and feel comfortable and confident

working with the group.

Before starting the module, maybe show that problem solving is not something natural

and easy but an intellectual process. For example, one can use a video showing how

animals do:

http://www.dailymotion.com/video/x2r44u1_big-stick-narrow-bridge-adorable-

problem-solving_fun (how a dog goes problem solving)

Here rigidity is inoperative, the students have to be creative generate as many ideas as

possible for example. The teacher will have to encourage them in their work without

interfering in the process, he should act like a facilitator.

Role playing is an important part of this module, in order to get students involved the

teacher should encourage them to choose their own situations, the problems they would

like to solve.

Some students don’t feel like working in group, maybe they should start like observers

before being involved in a team work.

Minimize negative thinking.

Finally, during problem solving activities the teacher should make sure that students don’t judge

others ideas or propositions. They won’t be efficient if they spend time criticizing and evaluating

them. They should save evaluation for later after they have finished the process.

http://www.dailymotion.com/video/x2r44u1_big-stick-narrow-bridge-adorable-problem-solving_fun

http://www.dailymotion.com/video/x2r44u1_big-stick-narrow-bridge-adorable-problem-solving_fun




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BIBLIOGRAPHY

A definition of problem solving: http://en.wikipedia.org/wiki/Problem_solving

http://www.forbes.com/sites/glennllopis/2013/11/04/the-4-most-effective-ways-leaders-

solve-problems/

Problem solving in maths: https://www.khanacademy.org/test-prep/gmat/problem-solving

Why problem solving is important for your career? https://targetjobs.co.uk/careers-advice/skills-

and-competencies/300766-problem-solving-the-mark-of-an-independent-employee

A good book to read: http://www.amazon.com/Problem-Solving-101-Simple-

People/dp/1591842425

Some videos:

https://www.youtube.com/watch?v=ftgtzFaHFGE

https://www.youtube.com/watch?v=IKuX-sLqtNk

https://www.youtube.com/watch?v=E_oUSZBgRDM

http://en.wikipedia.org/wiki/Problem_solving

http://www.forbes.com/sites/glennllopis/2013/11/04/the-4-most-effective-ways-leaders-solve-problems/

http://www.forbes.com/sites/glennllopis/2013/11/04/the-4-most-effective-ways-leaders-solve-problems/

https://www.khanacademy.org/test-prep/gmat/problem-solving



http://www.amazon.com/Problem-Solving-101-Simple-People/dp/1591842425

http://www.amazon.com/Problem-Solving-101-Simple-People/dp/1591842425

https://www.youtube.com/watch?v=ftgtzFaHFGE

https://www.youtube.com/watch?v=IKuX-sLqtNk

https://www.youtube.com/watch?v=E_oUSZBgRDM

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charleslaugier.rocharleslaugier.ro/ · This project is funded with support from the European Commission. This document reflects the views only This project is funded with support