FETAC Level 3 Communications

3N0880

Workshop

• This workshop is for tutors teaching FETAC/QQI Level 3 Communications. The workshop aims to give tutors new and exciting ideas and materials so students can cover all of the learning outcomes in a creative way and thereby ease the accreditation process. The workshop will include samples, plans and notes which you can access.

2-Minute Mixer (Speed Dating!) • Get up, pair up, and chat for 2 minutes with each other about

whatever interests you. I’ll be the timer. When 2 minutes are up, everyone is to find a new partner and chat for the next 2 minutes.

• Don’t know how many people you will meet! Or where it might lead!

Please

don’t do

this!

Not just fun…

• That activity could have covered Level 3 Communications, learning outcomes: 3.2 (interpersonal communication), 3.3 (nonverbal signs), 3.4 (initiating a conversation), 3.6 (questioning techniques)…….

WOW!

Mmm….time to think…. • Let’s try and answer some questions…please

see separate worksheet. (Lateral thinking) • You have 2 minutes only to complete it! • No talking!

Let learners know that it

doesn’t matter if they get

NONE right! The questions

are intended to trick you!

Again…not just fun…..

• This activity could have covered Level 3 Communications learning outcomes: 1.2 (reading a range of texts), 1.3 (using a range of reading techniques), 1.4 (extract main ideas from questions), 2.2 (write to support learning), 3.6 (using questioning techniques), 3.4 (expressing opinions)

• Isn’t that great??

Behind the scenes: No matter how exciting your classes are, you need the basics: • Have high expectations • Create effective classroom procedures to keep disruptions to

a minimum - apply effective classroom management skills • Continually grow in your profession • Help students move up through Bloom's Taxonomy • Vary your instructional techniques • Be transparent with students about how to succeed • Relate the content to their lives • Keep the level in mind • Use themes / topics • Have fun • Use humour • Include blended learning • Allow for diversity • Plan integration

Bloom’s Taxonomy

Worth mentioning again…..

• Digital Literacy is as important as Literacy and Numeracy! Incorporate technology into as many activities as you can.

• Blended Learning = the way e-learning is being combined with traditional classroom methods and independent study

Plan • Read the component specification from FETAC • Read your centre’s programme • Work out a plan for the course, grouping learning

outcomes together, creating themes • Devise an assessment plan, assessment briefs • Provide an overview of the programme to

students (first day) • Again….. plan integration! (within

Communications and other modules the learners are doing)

How to make it more exciting?

• We are stuck with the learning outcomes! The have to all be included! Outline a limited range of reading techniques

Extract the main facts

Interact with others through a limited range of

current electronic and social networking

technologies

Use drafting, proof reading, spelling and

sentence structure

Interpret common signs, symbols and non-verbal

messages Use questioning techniques

Narrate observations, events, experience,

feedback and procedures

Write to support learning

Read a limited range of different texts

Combine

them!

From the FETAC specification….

• Assessment of a number of components may be integrated across programmes for delivery, provided that the learning outcomes of each minor award are assessed.

• Group or team work may form part of the assessment, provided each learner's achievement is separately assessed.

• All learning outcomes must be assessed. • 'Successful' indicates that the learner has achieved all of

the learning outcomes for the award with some supervision and direction.

Grid of Level Indicators

Forms of assessment

• Most programmes will contain the following: (please check your centre’s programme)

• The collection of work may include work sheets, diagrams, cloze tests, multiple choice statements or other appropriate evidence. Any audio or video evidence must be provided on disk.

• Try to avoid a whole stack of unrelated/haphazard worksheets. Use themes and topics for cohesion.

Assessments

Students well prepared

Integrate learning outcomes to reduce assessments

Relevant

Checking that the learner has grasped the concept

Different types of assessment

Different teaching methods

• Use open-ended questions • Give opportunities for independent learning • Use audio-visual presentations, e.g. YouTube

clips, slide shows, DVD clips • Use demonstrations • Go on field trips that are relevant – they don’t

have to be far away! • Brainstorming ….etc!

More ideas welcome!

Reading Ideas • Newspaper articles (local, national) • Magazines • Websites • Blogs • Facebook • Twitter • Quizzes • Emails • Bills • Notices • Labels, e.g. medicine • Captions • Directions • Novels • Lotto ticket • Competitions • Sports information, e.g. scores • Song lyrics • Advice columns • Contracts

• Short stories • Poems • CD/DVD covers • Packaging • Instructions • Adverts • Reviews • Board games • Leaflets • Posters • Maps • Receipts • Calendars / diaries • Tickets, e.g. concert • Classified ads • Menus • Timetables • Catalogues • Horoscopes

Scanning a recipe….Chicken Tikka Masala

Ingredients 500g boneless chicken 2 tbsp vegetable oil Half an onion or 2 shallots 2 cloves garlic 1 large jar tikka masala sauce 100ml plain yoghurt To garnish Flat leaf parsley A lemon (cut into wedges)

Method 1. Fry the onion and garlic gently in the oil. Add the chicken pieces and fry until golden brown and cooked all the way through. 2. Add the sauce and simmer for 5 minutes. 3. Add the yoghurt and stir through the sauce. 4. Serve the chicken with rice.

10 minutes preparation time 30 minutes cooking time Serves 4-6

By Matthew Martin

You have 20

seconds to read this!

Questions!

1. Whose recipe is this? 2. How many cloves of garlic are used? 3. What kind of chicken should you use? 4. How long should you simmer the sauce? 5. What kind of oil should you use? 6. What should you use to garnish? 7. How long is the preparation time?

Learning Outcomes covered in previous lesson • 1.2 Read a limited range of different texts, including social

material, to include identification of key features • 1.3 Use a limited range of reading techniques to locate

specific information in short pieces of text to include skimming, scanning

• Extension: 2.1 Use drafting, proof reading, spelling and sentence structure that is fit for purpose to include simple instructions (writing a recipe), 3.2 Identify the principal factors affecting everyday interpersonal communication, to include effective listening and speaking (listening to video clip – recipe, making notes, discussing different recipes, discussing cooking, e.g. how to get the best roast potatoes, etc.) Can you think of other activities?

Reading Idea • www.freereadingtest.com (speed reading)

Levelled speed

reading

Short, relevant reading texts! It's probably safe to say if you won the Lotto you'd know about it. Hey, you'd be shouting it from the rooftops, right? So it's hard to believe that there's millions sitting in unclaimed prizes in Lottery HQ, including 11 jackpot winners! Not just that, but thousands of insurance policies, bank deposits and post office accounts are all lying there, dormant, waiting on their owners to claim their money. The Prize Bond people have €1.9m in unclaimed prizes. In fact, there's a total of €600m estimated to be in dormant accounts in the past nine years which has either been forgotten about or the owner has died. If you think you might have one, contact the Irish Banking Federation (ibf.ie). Our biggest bugbear is the €1.9m owing to customers of Dublin Bus who overpaid their fares -- it's only refundable by a trip to Head Office. Why make it so hard?

Which learning outcomes could we cover with this reading text?

Reading and thinking…..

Reading and thinking cont.

Good Websites • www.abbeytheatre.ie (Abbey Theatre) • www.anpost.ie (An Post) • www.bordbia.ie (Bord Bia) • www.citizensinformation.ie (Citizens Information) • www.dublinzoo.ie (Dublin Zoo) • www.hsa.ie (Health and Safety Authority) • www.iws.ie (Irish water safety) • www.rsa.ie (Road Safety Authority) • www.rte.ie (RTE) • www.checktheregister.ie (Check the Register of Electors) • www.motortax.ie (Motor Tax) • www.revenue.ie (Revenue) • www.youtube.com (Youtube) • www.twitter.com (Twitter) • www.gov.ie/sites/ (List of government websites) • www.donedeal.ie (Buying and selling) • www.ebay.ie (Buying and selling) • www.facebook.com (Facebook) • www.boards.ie (Irish bulletin board) • www.daft.ie (Property to buy or rent) • www.paypal.com (Paying for goods online) • www.independent.ie (Irish Independent) • www.tv3.ie (TV3) • www.lotto.ie (National Lottery)

Writing Ideas • Emails • Blogs • Tweets • Messages • Invitations • Poems • CVs • Letters (formal) • Lists • Graffiti • Posters • Diaries • Job applications

• Business Cards • Short stories • Text messages • Notes • Directions • Instructions • Classified ad (Done Deal) • Captions • Notices • Recipes • Menus • Speeches • Forms • Schedules

I love cooking

my family and pets

Point out why spelling is important!

Everyone is a poet!

• The Diamante poem is shaped like a diamond, which is a part of its name. The origins of the name Diamante is Italian. There are no complete sentences in this poem. There are seven lines in the poem comprised of a single word or a set of a few words in each line.

Line 1: One word - the subject Line 2: Two adjectives describing the subject Line 3: Three "ing" words about the subject Line 4: Four adjectives describing the subject Line 5: Three "ing" words about the subject Line 6: Two adjectives describing the subject Line 7: A synonym or an antonym the subject

Playground Enormous, busy

Screaming, shouting, yelling Noisy, boisterous, excited, energetic,

Running, jumping, playing Hot, sunny Paddock

NOW YOU TRY ONE!

Try other

formula poems!

Interpersonal Communications

• Chinese Whispers • Charades • Conversations • Listening tests • Oral presentations • Debates • Speeches • Telephone calls • Skype • Class trips

• Arguments • Guest speakers • Job interviews • YouTube clips • Online chats/forums • Radio segments • Movie snippets • Songs • Plays • Mime

OH! Directions: Say the word ‘oh’ differently, giving it the following interpretation or meaning each time: 1. Shock 2. Pleasure 3. Questioning 4. Doubt 5. Displeasure 6. Detachment 7. Resentment 8. Anticipation 9. Surprise 10. Meaning the letter in the alphabet between n and p

Listening Exercise Paper Folding – Listen to the instructions and follow them.

Conclusions :

• We don’t all start with the same base (some held their

piece of paper vertically or horizontally) so we don’t all have the same results

• Some interpreted to rip a piece of paper as removing a big piece, some as a small piece

• Having eyes closed = not receiving feedback on our performance

• Some instructions appear vague to some and clear to others.

Which shape are you? Without thinking, choose which shape you are. Read the descriptions (separate) and discuss accuracy or inaccuracy of descriptions.

Discussions!

A customer goes into a shoe shop and buys a pair of shoes that have been marked down in a sale to €12. He pays for the shoes with a €20 note. The sales associate does not have change at that early hour of the morning, so she asks him to wait and runs next door to the bookshop. The bookshop owner exchanges the €20 note with a €10 note, a €5 note, and five €1 notes. The salesperson then returns to her customer and gives him €8 in change, and he leaves the shop with the shoes. Later in the day, the bookshop owner discovers that the €20 note is a counterfeit and calls the police who are on their way. The shoe shop sales associate is very upset and gives the bookshop owner another €20 note out of her cash register. The question is: how much actual cash (not including the value of the shoes) is the shoe shop sales associate out of pocket now?

Answer……. Answer The correct answer is €8. The counterfeit note was only a worthless piece of paper and does not count. All that matters is that the shoe shop sales associate received €20 from the bookstore owner, which she returned to him, so the transaction cancels itself out. Therefore, all she has lost is the €8 change she gave to the customer. This, however, does not include the value of the shoes that the customer left the store with after purchasing them with phony money.

BINGO!

• Get into pairs. • Listen to the statements being called out

and cross out the ones that apply to either of you.

• Get two straight lines to win! • Look up ‘People Bingo’ online, change descriptions to suit your learners

Are you Alert?

• Put random objects around the room and during the lesson discretely remove them. Then ask questions about them to see who remembered what.

• This discussion can lead into learners completing 3.5 – narrating observations, experiences, etc…

Test your memory…

Look at this for

60 seconds to see

what you can

remember!

What’s different?

Topic for discussion….

Boost your memory!

Research suggests that you can boost your memory by exercising it daily. There are lots of ways of doing this. For example, try thinking in a different way, or flex your brain by trying to recall details you haven't thought of for years. Try these brain exercises • Can you remember 10 details about your first day in the centre? • Can you remember 15 details of your life when you first heard Princess Diana had

died? For example, where were you living? Who were your friends? What did you enjoy doing in your free time?

Next time you're on a bus or in the car, limber up your memory by thinking of as many words as possible that begin with the letter A, then work your way through the alphabet. Make it into a game with a friend and both try to recall every country beginning with the letter A, then B, then C and so on. Or try remembering a list of objects or people from one category in the space of one minute - for example: capital cities, famous scientists or types of fruit. It won't be long before flexing your memory pays off making your memory more adaptable and more nimble.

Interpret… • Graffiti artist: Banksy

Use the Write On Website!

Let’s work out a lesson….. • Get into pairs or groups • Look at learning outcome 1.4 • Write an outline for a possible lesson –

think of a theme or topic • Try to integrate as many other learning

outcomes as you can! • Try to think of exciting and new ways of delivering your lesson!

Thanks for listening!

Good Luck! jannatiearney@cmetb.ie

Notes and resources will be available on the NALA website.

Thumbs up to BLENDED LEARNING and INTEGRATION!