POWER OBJECTIVE #5
Learn and implement effective professional attitudes and behaviors. (INTERN.5)
SUPPORTING INDICATORS
INTERN.5.a Engage in professional workplace expectations, including, but not limited to: organizational culture, time-management, appropriate dress, and professional relationship boundaries.
INTERN.5.b Display professional communication through written, verbal, and non-verbal means in professional settings.
POWER OBJECTIVE #3
Self Regulation and Reflection, Reflects critically on learning experiences, processes, and solutions.
INTERN3a. Often analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy.
(Does the student’s opening explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect about the amount of support that he/she needs during the critical thinking? )
How will I be measured?
Rubric for COMMUNICATION EXERCISES PO#5
Rubric for Who AM I Reflection PO#3
Learn and implement effective professional attitudes and behaviors. (INTERN.5)
SUPPORTING INDICATORS
INTERN.5.a Engage in professional workplace expectations, including, but not limited to: organizational culture, time-management, appropriate dress, and professional relationship boundaries.
INTERN.5.b Display professional communication through written, verbal, and non-verbal means in professional settings.
POWER OBJECTIVE #3
Self Regulation and Reflection, Reflects critically on learning experiences, processes, and solutions.
INTERN3a. Often analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy.
(Does the student’s opening explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect about the amount of support that he/she needs during the critical thinking? )
How will I be measured?
Rubric for COMMUNICATION EXERCISES PO#5
Rubric for Who AM I Reflection PO#3
COMMUNICATION EXERCISES
Before starting stations : Blindfold Activity
TIME MANAGEMENT GAME: We all have days when our list of tasks is huge and the amount of time we have to complete them just isn’t. When time is tight and your agenda is packed, you’ve got to prioritize tasks and work efficiently! This activity gives students the opportunity to practice just that by presenting them with a long list of tasks to complete in a limited time frame.
Make a list of tasks on chart paper, assigning a point value for each job. For example: Do 25 jumping jacks (5 points); make up a nickname for each member of the group (5 points); get every person in the class to sign a piece of paper (15 points); form a conga line and conga from one end of the room to the other (5 points, 10 bonus points if anyone joins you); etc. Make sure you list enough tasks to take up more than 10 minutes. Divide your students into groups of five or six and give them 10 minutes to collect as many points as they can by deciding which tasks to perform. A debriefing session is essential with this game. Guide your students to think about how they made decisions, which group dynamics came into play, and how they determined the value of each task.
REALLY LISTEN: Divide students into pairs. Partner one draws a topic card from a prepared deck and talks about that topic while partner two listens without speaking. The listener must really focus on simply receiving their partner’s words—not letting their mind wander or think about how they are going to respond. Then, without a rebuttal, partner two recaps what partner one said. Then, they switch roles.
FOUR_CARD NEGOTIATION: Start with a pile of playing cards (four cards per team of four or five students). Cut each card diagonally into four pieces and mix all of the pieces together. Now divide the mixed-up pieces evenly among the teams. Give teams a couple of minutes to sort out their card pieces and figure out which pieces they have and which pieces are missing. Set a timer for 10 minutes. The goal of the game is for the students to use their negotiation skills with the other teams in order to gain as many complete cards as possible for their team. At the end of 10 minutes, the team with the most cards wins.
Before starting stations : Blindfold Activity
- Pair students and give one student a blindfold
- The student w/o the blindfold leads his partner from one end of a large space to another safely guiding the student through the obstacles along the way.
- Have students observe the first pair or two pairs and point out what works well in terms of communication.
TIME MANAGEMENT GAME: We all have days when our list of tasks is huge and the amount of time we have to complete them just isn’t. When time is tight and your agenda is packed, you’ve got to prioritize tasks and work efficiently! This activity gives students the opportunity to practice just that by presenting them with a long list of tasks to complete in a limited time frame.
Make a list of tasks on chart paper, assigning a point value for each job. For example: Do 25 jumping jacks (5 points); make up a nickname for each member of the group (5 points); get every person in the class to sign a piece of paper (15 points); form a conga line and conga from one end of the room to the other (5 points, 10 bonus points if anyone joins you); etc. Make sure you list enough tasks to take up more than 10 minutes. Divide your students into groups of five or six and give them 10 minutes to collect as many points as they can by deciding which tasks to perform. A debriefing session is essential with this game. Guide your students to think about how they made decisions, which group dynamics came into play, and how they determined the value of each task.
REALLY LISTEN: Divide students into pairs. Partner one draws a topic card from a prepared deck and talks about that topic while partner two listens without speaking. The listener must really focus on simply receiving their partner’s words—not letting their mind wander or think about how they are going to respond. Then, without a rebuttal, partner two recaps what partner one said. Then, they switch roles.
FOUR_CARD NEGOTIATION: Start with a pile of playing cards (four cards per team of four or five students). Cut each card diagonally into four pieces and mix all of the pieces together. Now divide the mixed-up pieces evenly among the teams. Give teams a couple of minutes to sort out their card pieces and figure out which pieces they have and which pieces are missing. Set a timer for 10 minutes. The goal of the game is for the students to use their negotiation skills with the other teams in order to gain as many complete cards as possible for their team. At the end of 10 minutes, the team with the most cards wins.