Communication Student language and interaction is not appropriate for daycare aged children. Student show literacy skills that are in needs of improvement. Student language and interaction is somewhat appropriate for daycare aged children. Student’s literacy skills are satisfactory throughout written assignment. Student language and interaction is appropriate for daycare aged children. Student’s literacy skills are good throughout their written assignment. Student language and interaction is exceedingly appropriate for daycare aged children. Student literacy skills are excellent throughout written assignment. Students must demonstrate age appropriate interactions with children on daycare day. Students must have proper grammar and literacy skills in written assignments Application Students were not prepared for their activity and were not on task throughout the day. Student showed low collaborative behaviours with fellow classmates. Student was somewhat prepared for their activity and somewhat on task during the day. Student showed satisfactory collaborative behaviours with classmates. Student is prepared for their activity and is usually on task throughout the day. Student showed good collaborative behaviours with fellow classmates. Student is very prepared for their activity and was always on task throughout the day. Student models exceptional collaborative behaviours with fellow classmates. Students are prepared for their activities and remain on task throughout the day. Students model collaborative behaviours with fellow classmates.
Ensure sensitivity to all students diversity and equity Ensure all technological equipment is reserved for days lessons Ensure all assistive technologies are present for students with visual/hearing impairments Teaching and Learning Strategies: Effective Communication and Listening Skills ( lesson plan) Teaching students the effective and ineffective ways to communicate appropriately and effectively. Appendix A – Lesson Plan Appendix B – Communication Skills/Practice Reflective Listening Skills Using “I” messages to communicate appropriately Students will learn how to how to use or receive “I” messages. Teaching students how to teach young children about “I” Messages and when they are appropriate. Appendix C - Practice “I” Messages Exercise How to use body language and picture board to assist communication with children Teaching how to use picture boards to help students communicate through touch and words. Communication strategies – How to Raise Polite Kids in a Rude World. Appendix D – “How to Raise Polite Kids in a Rude World” Active Communication through conflict management strategies. Sandwiching criticisms, or confrontational information. Students will learn to sandwich a criticism between two positives. Appendix E – Practicing “Sandwiching” criticism. Assessment and Evaluation Techniques: Assessment for/as learning will be used through diagnostic quizzes, anecdotal notes, group research and self-assessments. Assessment of learning will be evaluated through the summative project. Accommodations: Assistive technologies are present during communication lessons Picture boards or posters are displayed around the room Have written as well as oral instructions Resources: Chazin, Suzanne. “How to Raise Polite Kids in a Rude World”. Received from Diane Blenkarn on January 29, 2011. Kaus, Erica. “Criticism Sandwich Graphic Organizer” February 18, 2011. Wallen, John L. Practicing “I” Messages” and Communication Skills. Northwest Regional Educational Laboratory, Portland, Oregon. Appendices: Lesson Plan