CUAEVP401 - Session 2

Your event/presentation needs to have a defined audience. Communication techniques will vary between different age groups and cultural backgrounds. Here are some tips for communicating with different demographics.




Planning for Pre-schoolers

The following are some important things to consider while writing lesson plans for preschoolers and younger children.

Identify purpose. 

If a lesson or activity is going to be included, it needs to have a specific purpose within the scope and sequence of skills. When choosing an activity to include in your lesson plans, ask yourself what skills it targets. And don’t forget that social and emotional skills, most often practiced through play, are of a huge value to the development of preschoolers.

Keep activities simple. 

Chances are that if you have to write out preschool activities in paragraphs of details, you’ve chosen the wrong activity. Don’t underestimate the value of a simple activity. If pre-schoolers need something more complex, they will show you through their play, however a single activity still shouldn’t take pages to write up.

Plan around student interest. 

Let’s face it, if a child isn’t interested, the offered activity won’t be effective. When planning, choose themes that are of high interest to the children in your class, and also consider how favourite activities can be incorporated into the theme, too.

Choose an approach. 

Play based or skills based? Teacher-directed or child-led? Or a modge podge of everything. You will most likely find that your approach will vary based on the objective, and that is ok. The important thing to remember is to choose an approach that is appropriate for young learners.

Write it down. 

Use a template to record your ideas for your preschool lessons. You can add as much or as little detail as you want, but be sure it gets written down, even if it is just a list. You’ll thank me.

Source:

Class Activity 1

Based on the above article, how might you present a craft session to Pre-schoolers? 

Planning for children

There are three key ways you can help children learn everything from basic self-care to more complicated social skills:
  • instructions
  • modelling
  • step by step.

Instructions: teaching skills by telling

This is just teaching your child how to do something by explaining what to do or how to do it. You probably give instructions and explanations to your child all the time.

How to give good instructions

  • Give instructions only when you have your child’s attention. Use your child’s name and encourage your child to look at you while you speak.
  • Get down to your child’s physical level to speak.
  • Remove any background distractions like the TV.
  • Use language that your child understands. Keep your sentences short and simple.
  • Use a clear, calm voice.
  • Use gestures to emphasise things that you want your child to notice.
  • Gradually phase out your instructions and reminders as your child gets better at remembering how to do the task.
  • A poster or illustration can help your child picture the instructions you’re giving

Modelling: teaching skills by showing

Through watching you, your child learns what to do and how to do it. When this happens, you’re ‘modelling’.

Modelling is usually the most efficient way to teach children a new skill.

How to make modelling work well

Use the following steps:
  • Get your child’s attention and make sure he’s looking at you.
  • Get your child to watch first, then move slowly through the steps of the skill so that your child can clearly see what you’re doing.
  • Point out the important parts of what you’re doing. For example, ‘See how I am …’. You might want to do this later if you’re modelling social skills like greeting a guest.
  • Give your child lots of opportunities to practise for herself once she has seen you do it – for example, ‘OK, now you have a go’.

Step by step: teaching skills by breaking down tasks

Some tasks or activities are complicated or involve a sequence of actions. For these, you can break down the task into smaller steps.

Source:

Class Activity 2

How might you use the three techniques of Telling, Modelling, and Breaking down the tasks to demonstrate a craft activity?

Class Activity 3 - Discussion or Whiteboard

In small groups, select an activity from the following article and create a plan for a pre-school activity and an activity for older children (it can be the same activity)

 

Engaging Teenagers

GO WITH THE FLOW: 10 WAYS TO EASILY ENGAGE TEENAGERS

  1. ASK HOW THEY ARE GOING
  2. MAKE IT ABOUT THEM
  3. LET TEENS TEACH YOU
  4. USE CULTURE
  5. DO SOMETHING ACTIVE
  6. GET THEM TO PERFORM
  7. GIVE THEM A CHOICE
  8. SET THEM A CHALLENGE
  9. TECHNOLOGY IS NOT A SUBJECT
  10. BE YOURSELF
Read about each of these methods at:

Class Activity 4

Based on the information in the "Go with the flow" article, how could you plan a craft activity that will engage teenagers? 

Adult learners

What about adult learners? How does it differ from engaging children and teenagers?
  1. Make it relevant!
  2. Include activities and assignments that encourage adult learners to explore.
  3. Consider the experience and educational background of the adult learners.
  4. Offer immediate feedback to allow adult learners to learn from mistakes.
  5. Integrate emotionally-driven content.
  6. Emphasize the real-world benefits.
  7. Keep cognitive overload in mind when creating content.
  8. Use avatars and storytelling to draw in adult learners.
  9. Create deliverables that can be completed quickly and conveniently.
  10. Remember that practice makes perfect.
  11. Use aesthetically pleasing design elements.

Class Activity 5

Is it possible to plan and run a craft activity for adults? What sort of activity do you think adults would engage with? Why?

General tips for planning an activity or tutorial 

Here are some tips that should help you at the planning stage for your presentation for a range of different audiences.










Communication tips














Assessments

You should be able to answer the three questions by the end of this session. If you have not already done, make sure that you complete and submit the Written Questions.

Presentation

Report/Essay Overview:

You are employed by Mysty River Regional Library Service.

You are to plan an event, Activity or program as well as a presentation for your event, activity or program.

Event/Activity/Program

You are to select an event/Activity from the list below:

·         Exhibition

·         Performance (drama, music, parody, dance)

·         Science Experiment (Science Week)

·         Craft Activity

·         Book Week Activity

·         Workshop

Presentation

You are to then select two (2) relevant customer groups based on your Event/Activity for your presentation. Customer groups could include, but not limited to:

·         Pre-school children

·         Primary school students

·         Secondary school students

·         People with special needs

·         People from a non-english speaking background

·         Members of the community or a community group

·         Teachers

·         Parents/Grandparents/carers

·         Babies/toddlers

·         Library/gallery management

·         Colleagues

Your actual presentation could include:

·         Talk/speech

·         PowerPoint

·         Film/Video

·         Drawings and Diagrams

·         Displays

·         Examples




The first part of the assessment is to plan the delivery of information:
1.1 Confirm details of activity, event or public program with relevant personnel
1.2 Plan required delivery sequence and method to achieve established objectives
1.3 Identify and access or prepare facilities, resources and support materials required for presentation delivery


Today's Task 1

I asked you last week to make a decision on the activity you would like to present. Now you should be able to start the process for your plan. Using the criteria below, make some notes against each of the listed criteria. We will do these one by one and share our ideas.

R1. Event/Activity Details Type of Event or Activity 

  • Name/Details of your event
  • Target Audience of Event/Activity 
  • Time Required – hours/minutes 
  • Location/Facilities 
  • Resources Required 
R2. Presentation Cohort 
  • Identify two (2) different groups of customers for your presentation 
R3. Desired objectives and/or outcomes of the Event or Activity 
  • Objectives of the event or Activity 
  • Objectives of your Presentation for EACH cohort 
R4. Sequence and method for  delivery 

  • Method of presentation delivery 
  • Sequence/order of presentation detail 
At the end of this session, you should have your Activity planned and information for R1 - R4 completed so that you can write up your report.

Presentation expectations

You actual presentation can be quite flexible. You could:
  • Actually run an event or activity in person to the class
  • Present your idea for an event to the class i.e. present your plan
  • Run the event or activity at home, create a video and present your video
In regards to your target audience, this could be:
  • two separate presentations aimed at each demographic
  • a single presentation that includes both demographics

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