Talk:Life Skills Development/Module Three/Archive

Peer Review Comments by Group 1 on Unit 2 I would love to consult this site for my teaching Excellent content and ideas for activities and assessments Coherent and relevant, informative and interactive Lovely graphics with speech bubble Well done!!!

Suggestions General points:

Use templates for definitions, objectives, activities, assessments, assignments, reflections. Please include some feedback for the activities and assessments Use col template and prescribed headings as on the template. Intro/rationale,Objectives, definitions go under the unit and not under each topic.

Some clarification is required What is the link between process in Unit i and effective communication in Unit 2. Seems they fit well together.

Peer review Comments of Group 1 on Unit 3

Positives: Extensive research on the module-substantial content. Actitives do match with the content of topic. Very good effort. Overview-very good and specific. Concerns:
 * In your document you refer to participants instead of learners.
 * Rephrase the statement on general outcomes-suggestion to manage self and communicate effectively.
 * Not entirely consistent with the wiki template e.g the use of terminolgy instead of definition and also this should be place before content
 * Under the Interpersonal Communication-topics and content is not matching.
 * Why so many boxes?
 * Why introduction and rationale for each lesson/subtopic probably can be emerged to the unit introduction?
 * Need to rephrase the formulation of the outcomes-wording.
 * Boxes can be used when inserting the activities to separate then.
 * Instruction for the activities should be address to the learners and not the facilitators.

Introduction/Conflict Resolution & Management/

Methods of Communication
All communication methods can be placed into two categories, Verbal and Non-verbal. It is important that the appropriate mode be selected, given the desired outcome. In some cases we may need to combine the methods in order to communicate effectively. A person’s background, experience, challenges and knowledge will affect their understanding hence affecting the communication process. We must therefore be cognizant of factors which may hinder the process.

Outcomes:
•	Demonstrate an understanding of the forms of communication •	Analyse the impact of body language on the communication process. •	Identify the various forms of communication medium. •	Examine the advantages and disadvantages of the various forms of communication.

Terminologies
*  Verbal *  Non-verbal *  Oculesis *  Haptics *  Proxemics *  Paralanguage

Methods of Verbal Communication
Verbal communication - includes written and oral communication. It is communicating using words and speaking.

*  Face to Face, *  Telephone,[cellphones]

*   Video-conferencing === Methods of Written communications=== *   electronic  (internet, text messaging) *   mass media (television) *   print media (brochure, fax, letter, memo, report)

Elements of the Voice
The medium for verbal communication is the voice. The voice can be adjusted according to: 1. Tone 2. Articulation 3. Speed 4. Volume

Tone - Refers to the manner in which someone speaks. It can be high, medium or low. Each tone reflects a level of emotion. High Tone Is used to express anger, authority Medium Tone Is used in a normal conversation. Low Tone Is used when reflecting sadness or passiveness.

Articulation - Refers to the accent of the person reflected in the way words are pronounced.

Speed - This is the pace at which the words are spoken. It is advisable to speak slowly for clarity.

Volume - Refers to the level/pitch at which words are projected.

Methods of Non-verbal
The impact of gestures, gaze, expressions, and other symbols capable of substituting for words and conveying information.

Such messages can be communicated through * gestures * body language * posture * facial expression * eye contact

Object such as

* clothing, * hairstyles * symbols * information graphics (charts, graphs, maps)

Elements of Body Language
* Oculesis – using the eyes to convey messages

* Haptics -  using touch to convey messages(hand shaking, stroking)

* Proxemics – using  your personal  space to convey messages * Paralanguage  - using the pitch, pace, tone, rhythm rather than the spoken words to                       convey a message

Voluntary body language refers to movement, gestures and poses intentionally made by a    person (e.g., conscious smiling, hand movements and imitation). It can apply to many types of soundless communication. Generally, movement made with full or partial intention and an    understanding of what it communicates can be considered voluntary.

Involuntary body language quite often takes the form of facial expression, and has therefore been suggested as a means to identify the emotions of a person with whom one is    communicating.

The impact of non-verbal cues on the communication process
Non-verbal communication is important to relationship development, it is the main mode used to communicate feelings and attitudes.

Non-verbal cues can assist in giving meaning to the verbal message.

Non-verbal cues can also contradict the verbal message and most often the non-verbal message is accepted. Reactions are often based on what the other person does rather than what they say.

It can be difficult to interpret non-verbal cues since there are no universal guidelines.

Interpretation of these messages are often based on culture, background and experiences which might be different from the senders.

The sender may not have attached a consious meaning behind the behaviour.

The sender might be deliberately sending the wrong signals to avoid a situation.

Tips to interpret non-verbal cues
* Place non-verbal cues in context.

* Group clusters of non-verbal cues.

* Consider how long you have known the sender.

* If possible clarify meaning of non-verbal cues.

Assignment & Activities:
1. Can you describe the possible messages these forms of body language send? Note whether they are positive or negative.

* Smile is natural and comfortable.

This communicates ________________________________________________________________

* No Smile or forced Smile.

This communicates ________________________________________________________________

* Body movement is relaxed, yet deliberate and controlled. This communicates ________________________________________________________________

* Body movement is rushed and hurried. This communicates ________________________________________________________________

2.    Divide the class into groups of  two. Give each group a bag/envelope with a list of emotions on individual slips of paper (Fear, sadness, surprise, happiness, disgust,      anger, etc). Each person is asked to take turns to use facial expressions to convey these emotions while their partner identify and record the emotion.

3.	Create a list of some non-verbal cues we give off when we like some one using the following catergories: *   Catergories *   Body Language *   Eye Contact *   Facial Expression *   Gestures *   Posture *   Voice *   Proximity

4.    Learners are asked to view a movie for ten minutes with the sound off and to describe their interpretation of the movie based on the non-verbal cues. (Have movie available      online and area for students to input their description, following input they can watch       with audio and compare)

5.    Distribute pictures depicting different scenes to students in pairs who will be required to describe the scenes based on non-verbal cues.

6.    In groups of four discuss times you may have misinterpreted body language and the impact it had on the relationship/situation.

7.    Case Study: Gloria goes on a job interview for the position of assistant to the manager. She is      wearing a very tight shirt with food stains, with very short pant and a contrasting pair of shoes. (Get picture to highlight Gloria’s outfit). Discuss in small groups the appropriateness of this attire