Lesson Plan - February - April 2021

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat ➢ No wasting of time incorporated in the The Disadvantages of Not ➢ Procrastination Practicing Time Management ➢ Chronic lack of sleep ➢ Unhealthy eating habits ➢ Lack of punctuality September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Page 32 of 94

F-VTDI-ACAD-SLPT-1.1 Lesson References: • Reddy C. (n.d.) Time Management – Advantages and Disadvantages https://content.wisestep.com/top- advantages-disadvantages-time-management/ • Mind Content Team (n.d.) How Good Is Your Time Management? Discover Time Management Tools That Can Help You Excel https://www.mindtools.com/pages/article/newHTE_88.htm • _____. (n.d.) What is Time Management. https://www.mccc.edu/nursing/documents/Time_Management_New.pdf • Catherine 2016, April 13. What are the Effects of Poor Time Management. https://magoosh.com/blog/what- are-the-effects-of-poor-time-management/ III. GUIDED PRACTICE: (Practice by learner under close supervision of teacher/ instructor) With guidance from teacher, students will be able to learn how to utilize their time wisely. IV. ASSESSMENT: (Test / performance of task to acceptable standard. Independent practice that measures what was learned and how it can be applied to the real world). Students will be assessed based on the g) Activities given in class and participation h) Assignments V. CULMINATING ACTIVITY: (Opportunity for learners to demonstrate achievement of learning objectives. Clarify/reinforce/repeat/review main teaching/learning points. Assign homework to facilitate application or extension of classroom learning.) VI. EVALUATION: (Teacher’s reflection on outcome of the lesson including achievement of learning objectives and management of misbehaviour. Outline lesson strengths / weaknesses and recommendations.) Students have a tendency not to turn u p for class as a result lessons have to be re-taught. I am unable to carry out group assignments as class only consist of two or three students. SUGGESTED READING FOR THE STUDENTS: Books Maurene J. Hinds (2005) The Ferguson Guide To Resumes And Job Hunting Skills: A Step-By-Step Guide To Preparing For Your Job Search Checkmark Books Mary Morris Heiberger, Julia Miller Vick (2001) The academic job search handbook University of Pennsylvania Press: Arlene S. Hirsch 2005 Job search and career checklists: 101 proven time-saving checklists to organize and plan your career search JIST Works Dikel M.R., Roehm F.E. 2004 Guide to Internet Job Searching The next lesson is: Conflict Management September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 33 of 94

F-VTDI-ACAD-SLPT-1.1 5 VOCATIONAL TRAINING DEVELOPMENT INSTITUTE STUDENT LESSON PLAN TEMPLATE Subject: Guidance Counselling Number of 3-4 Employability Skills Students: 45 minutes – 1 hr 20 min Topic: Time: Subtopic Conflict Management Dianne Lewis Name of Teacher 4th & 5th March 1-2, 4-5 Grade/Class: Date: GENERAL OBJECTIVES: Conflict is a normal part of any healthy relationship. After all, two people can’t be expected to agree on everything, all the time. The key is not to fear or try to avoid conflict but to learn how to resolve it in a healthy way. The objectives of this lesson is teach students how to deal with conflict. They will learn the about the range of skills, tools and techniques to exercise self-control and deal with conflict in an amiable way. LESSON OBJECTIVES: (These should be stated to reflect performance, condition and standard) By the end of the lessons Knowledge: a) Students will be able state what is conflict 100% accuracy. b) Students will be able to identify what are the different types of conflict with 100% accuracy. c) Students will be able identify the different stages of conflict with 100% accuracy. d) Students will be able to state the three ways individuals respond to conflict with 100% accuracy. Skills: a) Students will be able to develop conflict resolution skills with 90% accuracy b) Students will be able to use “I Messages” in conflict resolution with 90% accuracy. c) Students will be able state the signs of poorly handled or unresolved conflict with 90% accuracy. d) Students will be able to state the signs of good conflict resolution skills with 90% accuracy. Attitude: a) Students will be able to deal with conflict effectively with 90% accuracy. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 34 of 94

F-VTDI-ACAD-SLPT-1.1 b) Students will be able to utilize utilize “I” Messages when dealing with conflict with 100% accuracy. Employability skills (Identify (tick) skills to be incorporated in the lesson) Collecting ,analyzing Communicating Planning and Working with others Solving Using mathematical Using and organizing ideas idea and organizing and in teams problems ideas and technology information activities techniques and information ✓ ✓ ✓ ✓ ✓ ✓ I. PREPARATION OF THE LEARNER (Introduction to lesson content) Prepare learner for engagement with the content of this lesson by: Students will be introduced to lesson by discussion of a case study on conflict Conflict Resolution - Case Studies Claire, Francine, and Alan On her way to school, Claire often bullies two younger students named Francine and Alan. She chases them, pulls their hair, and sometimes takes their recess treats. She also makes them steal things from other students’ desks and give them to her. One day when she gets to school, Claire pushes Alan to the ground because he and Francine do not have any treats to give her. She tells them that she shall really hurt them if they don’t bring her treats the next day. Some other students are nearby and see this. How are the different people in this case study feeling? 1) Claire 2) Francine and Alan 3) The other students How can the situation be resolved? September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 35 of 94

II. PRESENTATION OF LESSON: Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Choose each objective from above. If it is a higher order Bullet point the content incorporated in the objective, state the lower order students need to know Write each strategy fro objectives that will lead to the (condition of objectives higher where necessary. teacher will guide stud employ to achieve the KNOWLEDGE What is Conflict? Videos (1) Define what is conflict Discussions: Conflicts are generally defined as relational disputes between two or more parties. “The clashing of opposed principles” (Oxford Dictionary) Conflict arises whenever individuals have different values, opinions, needs, interests and are unable to find a middle way. Conflict is defined as a clash between individuals arising out of a difference in thought process, attitudes, understanding, interests, requirements and even sometimes perceptions. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) Write the step-by-step process for each om the objective. What will students do with auditory, aids and s above) guidance from teacher kinesthetic etc.) technology) dents to objectives Students will be required to The As above ➢ Watch Youtube video conflict. ➢ Students will say how they have anticipated been dealing with conflict. learning styles objectives highlight Visual Youtube Video Auditory https://www.yo Verbal utube.com/watc h?v=KY5TWV z5ZDU Computer Pen Page 36 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat (b) What are the different types of Conflict. incorporated in the 1) Relationship Conflict is a Discussion personal perspective and can Case Studies arise when one person behaves in a negative manner or another person has skewed perception due to things like stereotypes and rumors. The relationship between people is affected negatively, 2) Value Conflict arises when two people or groups have different views on moral values-- that basic understanding of what is naturally right or wrong. Relationship and value conflicts are the most subjective conflict types, because they are based totally on what someone \"feels\" about a person or situation. 3) Interest Conflict arises when one person’s desired outcome is in conflict with another person or group’s interests. Typically, this occurs when one person believes that another person's desires, if enacted, will prevent his or her own interests from being met. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Students will Styles (visual, Media (teaching e lesson) auditory, aids and Page 37 of kinesthetic etc.) technology) 94 Identify the type of conflict from the caset Auditory Computer study examples of conflict. Reading Case Study 1 Kinesthetic Some Grade 3 boys play soccer together at recess. One day Sylvain, a boy who is bigger than the rest, tells the other boys lies about Emile. He says Emile stole pencils from the teacher’s desk. He says that Emile is stupid. For the next few recesses, when Emile tries to play soccer, Sylvain and two other boys tell him to get lost. They will not let him play soccer. After recess, Sylvain and the two other boys follow Emile to the washroom. They push him and yell at him. They say that if he tells on them, he will never be able to play soccer again, and they will beat him up. Now, no one will work or play with Emile. Every time Sylvain goes near Emile, Sylvain pinches Emile or hurts him in some way, and says that Emile had better not tell on him…or else! Emile does not want to go out for recess anymore. Case Study 2 The students in a Grade 3 class are painting. Catherine is using a large paintbrush, but wants a smaller one to

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat incorporated in the (b) Students will state the FIVE STAGES OF Discussion stages of Conflict. CONFLICT: Case Studies 1) Latent Stage: Participants not yet aware of conflict 2) Perceived Stage: Participants aware a conflict exists 3) Felt Stage: Stress and anxiety 4) Manifest: Conflict is open and can be observed 5) Aftermath: Outcome of conflict, resolution or dissolution (d) Students will be able to Avoidance This style tries to Videos state the three ways people avoid the problem all together Discussions: respond to conflict rather than face it. Changing the subject “Giving in” to avoid confrontation Avoiding the issue in hopes it will go away September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) finish her work. Antoine is also using a large paintbrush, but has a smaller one in auditory, aids and front of him that he is not using. When kinesthetic etc.) technology) Catherine asks him for the smaller brush, he tells her she has to wait until he is Auditory Computer finished. When he turns around, he Reading Microsoft Word accidentally touches Catherine’s skirt Writing with his paintbrush and leaves a paint stain. She gets upset and pours water on Antoine’s picture. Students will identify at least one Auditory Computer Of the five stages in each of the case Reading studies given Writing Students will be required to Visual Youtube Video ➢ Watch Youtube video conflict. Auditory https://www.yo ➢ Students will say how they have Verbal utube.com/watc been dealing with conflict. Page 38 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat SKILLS a) Students will be able to Communicating through the incorporated in the “grapevine” Discussion develop conflict resolution Confrontational: This style is skills aggressive and sometimes hostile. “My way or the highway” Very confrontational and competitive. Used to gain power and control “You” Messages Can damage relationships Problem Solving: This style shows a willingness to compromise to solve the problem positively. Uses collaboration to solve the problem Win-Win Attitude Two-way communication “I” Messages Conflict Resolution Skills • Try to stay positive and calm • Be aware of your emotional triggers • Use active listening skills to understand • Focus on cooperation instead of winning • Ask questions • Use appropriate body language / non-verbal communication • Use “I” Messages September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) h?v=f3NmLUI NP80 Computer Pen Students will be asked to: Auditory Websites ➢ Students will put together a Reading Computer Brochure about conflict management. Page 39 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat • Be specific about what is incorporated in the bothering you b) Students will be able to • “I” Messages are a Discussion use “I Messages” in helpful way of communicating conflict resolution how you feel and why you feel that way without losing control of your emotions. • They allow you to resolve conflicts without others feeling blamed or attacked. • They do take time and practice to use effectively. There are 4 parts of an “I” Message 1) I feel (Identify the Feeling) 2) When you (Describe the behavior) 3) Because (How the behavior affects you) 4) What I need (Action/behavior you need instead) Examples of “I” Messages • I feel frustrated when you interrupt me because I’m trying to talk. What I need is for you to listen. • I feel worried when you don’t call home because I don’t know where you are. What I need is for you to September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Auditory Websites ➢ Students will add “I” messages to Reading Computer their brochure about conflict management. Page 40 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat call if you’re going to be incorporated in the late. • I feel happy when you share your emotions because then I know how you’re really feeling. What I need is for you to do that more often. • I feel upset when you copy my homework because it took me a long time. What I need is for you to do your own work. c) Students will be able state Unresolved or poorly handled Discussion the signs of poorly handled or unresolved conflict conflict results in • Sour relationships • Resentment • Ill health • Low productivity • Unresolved and simmering problems d) Students will be able to state Features of Effectively Discussion the signs of good conflict resolution Handled Conflict • Improved Relationships • Relaxed atmosphere • Improved communication • Empowerment • Efficient problem solving • High productivity • A sense of achievement September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Auditory Websites ➢ Students will add the signs of Reading Computer poorly handled conflict to their brochure about conflict Websites management. Computer Students will be asked to: Auditory ➢ Students will add the signs of Reading effectively handled conflict to their brochure about conflict management Page 41 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat • Team cohesion incorporated in the September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Page 42 of 94

F-VTDI-ACAD-SLPT-1.1 Lesson References: .____________ (n.d.) What is Conflict and What Does it Look Like in the Workplace? file:///C:/Users/vinwa/Dropbox/My%20PC%20(LAPTOP-7NU1B4DD)/Downloads/Other_42.pdf ____________ (n.d.) Understanding Conflict - Meaning and Phases of Conflict https://www.managementstudyguide.com/conflict-at-workplace.htm Garant, A. and Carlson, R. (2012) The Five Stages of Conflict. https://sites.google.com/site/conflictresolution101/unit-one/the-five-stages-of-conflict _____________. (n.d.) Conflict Resolution - Case Studies file:///C:/Users/vinwa/Dropbox/My%20PC%20(LAPTOP-7NU1B4DD)/Downloads/3-1-5c.pdf III. GUIDED PRACTICE: (Practice by learner under close supervision of teacher/ instructor) With guidance from teacher, students will be able to put what they are learned into actions as it relates to conflict management. IV. ASSESSMENT: (Test / performance of task to acceptable standard. Independent practice that measures what was learned and how it can be applied to the real world). Students will be assessed based on the a) Activities given in class and participation b) Assignments V. CULMINATING ACTIVITY: (Opportunity for learners to demonstrate achievement of learning objectives. Clarify/reinforce/repeat/review main teaching/learning points. Assign homework to facilitate application or extension of classroom learning.) VI. EVALUATION: (Teacher’s reflection on outcome of the lesson including achievement of learning objectives and management of misbehaviour. Outline lesson strengths / weaknesses and recommendations.) Students have a tendency not to turn u p for class as a result lessons have to be re-taught. I am unable to carry out group assignments as class only consist of two or three students. SUGGESTED READING FOR THE STUDENTS: Books/blogs/Websites __________ (n.d.) What is conflict? https://mariancrc.org/wp-content/uploads/2014/08/CONFLICT-AND- PEACE.pdf Amaresan, S. 27 Conflict Resolution Skills to Use with Your Team and Your Customers https://blog.hubspot.com/service/conflict-resolution-skills ___________. (n.d.) Handout: Conflict Resolution https://indico.cern.ch/event/799085/contributions/3445009/attachments/1856234/3048961/2019_conflict- resolution_handout.pdf The next lesson is: Listening Skills 5 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 43 of 94 September 2014

F-VTDI-ACAD-SLPT-1.1 5 VOCATIONAL TRAINING DEVELOPMENT INSTITUTE STUDENT LESSON PLAN TEMPLATE Subject: Guidance Counselling Number of 3-4 Employability Skills Students: 45 minutes – 1 hr 20 min Topic: Time: Subtopic Listening Skills Dianne Lewis Name of Teacher 4th & 5th March 9 – 11, 15-16 Grade/Class: Date: GENERAL OBJECTIVES: Listening is key to all effective communication. Without the ability to listen effectively, messages are easily misunderstood. The objectives of this lesson is teach students that Listening is one of the most important skills you can have. How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. LESSON OBJECTIVES: (These should be stated to reflect performance, condition and standard) By the end of the lessons Knowledge: e) Students will be able define what is listening skills 100% accuracy. f) Students will be able to state the different stages involved in the process of listening with 100% accuracy. g) Students will be able identify the five basic types of listening with 100% accuracy. Skills: e) Students will be able state the importance of listening skills with 90% accuracy. f) Students will be able to identify the barriers to listening with 90% accuracy. g) Students will be able to state how to listen effectively with 80% accuracy. Attitude: c) Students will be able to put into practice the Listening Skill Techniques with 100% accuracy. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 44 of 94

Employability skills (Identify (tick) skills to be incorporated in the lesson) F-VTDI-ACAD-SLPT-1.1 Collecting ,analyzing Communicating Planning and Working with others Solving Using mathematical Using and organizing ideas idea and organizing and in teams problems ideas and technology information activities techniques and information ✓ ✓ ✓ ✓ ✓ ✓ II. PREPARATION OF THE LEARNER (Introduction to lesson content) Prepare learner for engagement with the content of this lesson by: Students will be introduced to lesson by watching a video on Active Listening: How To Communicate Effectively https://www.youtube.com/watch?v=BW82k7lwI_U September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 45 of 94

II. PRESENTATION OF LESSON: Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Choose each objective from above. If it is a higher order Bullet point the content incorporated in the objective, state the lower order students need to know Write each strategy fro objectives that will lead to the (condition of objectives higher where necessary. teacher will guide stud employ to achieve the KNOWLEDGE What is listening Skill? Videos a) Students will be able Listening is the ability to Discussions: define what is listening skills accurately receive and interpret messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood. Listening is one of the most important skills you can have. An active process of getting information, ideas. Listening is the process of receiving, constructing meaning from, and responding to spoken. b) Students will be able to Stage 1: Receiving Videos state the the different stages Discussions: involved in the process of Is the intentional focus on listening hearing a speaker’s message. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) Write the step-by-step process for each om the objective. What will students do with auditory, aids and s above) guidance from teacher kinesthetic etc.) technology) dents to The As above objectives Students will be required to anticipated ➢ Watch Youtube video on listening learning Youtube Video Skills styles https://www.yo ➢ Students will say how they have objectives utube.com/watc been practicing time management highlight h?v=BW82k7lw Visual I_U Auditory Computer Verbal Pen Students will be required to Visual Computer Auditory Video ➢ Watch Youtube video on listening Youtube Skills and identify the different Page 46 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat c) Students will be able identify the five basic types of incorporated in the listening with This stage is represented by the ear because it is the primary tool involved with this stage of the listening process. Stage 2: Understanding In the understanding stage, we attempt to learn the meaning of the message, which is not always easy. Deciding what the message means to you Stage 3: Remembering •Remembering begins with listening; if you can’t remember something that was said, you might not have been listening effectively. Stage 4: Evaluating The fourth stage in the listening process is evaluating. Evaluations of the same message can vary widely from one listener to another. Stage 5: Responding Responding—sometimes referred to as feedback—is the fifth and final stage of the listening process. Your reaction to the message. It can be emotional and intellectual Discussions: The Fie Basic Types of Listening. 1) Active listening September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) stages involved in the process of listening auditory, aids and kinesthetic etc.) technology) https://www.youtube.com/watch?v=m- D3Ja2q8Uk Students will be required to Auditory Computer Reading Microsoft Word ➢ Choose one of the types of Writing listening skills and present in class Page 47 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat incorporated in the SKILLS 2) Passive listening Discussion a) Students will be able 3) Selective listening Research state the importance of 4) Emphatic listening Presentation listening skills 5) Ignoring listening Importance of Listening Skills • We show that we are serious • We display respect to other’s view point • Helps us to learn • Helps us to adapt and understand • Empathize • To avoid communication errors. • Helps to learn something new. • It is the key to success. b ) Students will be able state Barriers to effective Discussion the importance of listening listening Research skills • Some common barriers Presentation in the process of listening are listed below. • Pre-judgments about the speaker • Assuming that the speaker is going to give some unimportant information . September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Auditory Computer Microsoft Word ➢ Students will write an essay about Reading the importance of listening skills. Writing Students will be asked to: Auditory Computer ➢ Asked to create a brochure about Reading Microsoft Word Listening Skills Writing Page 48 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat • Arriving late for a incorporated in the speech, presentation or lecture • Judging the speaker by his/her mannerisms, voice, appearance, accent, etc. • Lack of concentration/interest . • Avoiding listening to difficult, boring or complex information and selectively listening only to what is considered interesting. • Speaker or listener being distracted by disturbances . b) Students will be able to How to Listen Effectively Discussion state how to listen • Stop Talking –Be Silent Research effectively • Show Interest Presentation • Empathize • Ask Questions • Maintain Eye Contact • Take notes • Listen Creatively • Put Your Entirety • Send feedback • Avoid or eliminate distraction September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Auditory Computer ➢ Asked to create a brochure about Reading Microsoft Word Listening Skills Writing Page 49 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat C ) Benefits of Effective Time Management. • Try to gather information incorporated in the about the topic to develop interest and familiarity. • Enhances productivity Discussion • Improves relations Research • Avoids conflicts Presentation • Improves understanding • Improves negotiation skills • Adds to your Image & Personality September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Auditory Computer ➢ Asked to create a brochure about Reading Microsoft Word Listening Skills Writing Page 50 of 94

F-VTDI-ACAD-SLPT-1.1 Lesson References: • _____. (n.d.) Listening Skills https://www.skillsyouneed.com/ips/listening-skills.html • The Mind Tools content team. (n.d.) Active Listening: Hear What People Are Really Saying. https://www.mindtools.com/CommSkll/ActiveListening.htm • Gulam, K. Business Communication: Basic Concepts and Skills. Listening Skills. https://www.uj.edu.sa/Files/1001210/Subjects/Chapter%205%20Listening%20Skills%20%20.pdf • Mulvania, P., (2020, September 18) The Importance of Active Listening https://www.giftoflifeinstitute.org/the-importance-of-active-listening/ • Active Listening https://www.skillsyouneed.com/ips/active-listening.html III. GUIDED PRACTICE: (Practice by learner under close supervision of teacher/ instructor) With guidance from teacher, students will be able to put into practice listening skills that will benefit them greatly in class. IV. ASSESSMENT: (Test / performance of task to acceptable standard. Independent practice that measures what was learned and how it can be applied to the real world). Students will be assessed based on the c) Activities given in class and participation d) Assignments V. CULMINATING ACTIVITY: (Opportunity for learners to demonstrate achievement of learning objectives. Clarify/reinforce/repeat/review main teaching/learning points. Assign homework to facilitate application or extension of classroom learning.) VI. EVALUATION: (Teacher’s reflection on outcome of the lesson including achievement of learning objectives and management of misbehaviour. Outline lesson strengths / weaknesses and recommendations.) Students have a tendency not to turn u p for class as a result lessons have to be re-taught. I am unable to carry out group assignments as class only consist of two or three students. SUGGESTED READING FOR THE STUDENTS: Books/Blogs/Websites • _____. (n.d.) Listening Skills https://www.skillsyouneed.com/ips/listening-skills.html • The Mind Tools content team. (n.d.) Active Listening: Hear What People Are Really Saying. https://www.mindtools.com/CommSkll/ActiveListening.htm • Gulam, K. Business Communication: Basic Concepts and Skills. Listening Skills. https://www.uj.edu.sa/Files/1001210/Subjects/Chapter%205%20Listening%20Skills%20%20.pdf • Mulvania, P., (2020, September 18) The Importance of Active Listening https://www.giftoflifeinstitute.org/the-importance-of-active-listening/ • Active Listening https://www.skillsyouneed.com/ips/active-listening.html The next lesson is: Leadership Skills September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 51 of 94

F-VTDI-ACAD-SLPT-1.1 VOCATIONAL TRAINING DEVELOPMENT INSTITUTE STUDENT LESSON PLAN TEMPLATE Subject: Guidance Counselling Number of 3-4 Employability Skills Students: 45 minutes – 1 hr 20 min Topic: Time: Subtopic Leadership Dianne Lewis Name of Teacher 4th & 5th March Grade/Class: Date: GENERAL OBJECTIVES: Leadership is often misunderstood. When people hear that someone has an impressive title or an assigned leadership position, they assume that individual is a leader. Titles does not mean you are a leader. The objectives of this lesson is to prepare students to become leaders and develop leadership qualities. LESSON OBJECTIVES: (These should be stated to reflect performance, condition and standard) By the end of the lessons Knowledge: h) Students will be able to understand what is Leadership 100% accuracy. i) Students will be able to state the consequences of ineffective Leadership 100% accuracy. j) Students will be able identify the challenges of Leadership 100% accuracy. Skills: h) Students will be able to identify the different types of leadership with 100% accuracy. i) Students will be able identify the characteristics of a good leader with 100% accuracy. Attitude: d) Students will be able to appreciate need for leadership within every organization in society with 90% accuracy. Employability skills (Identify (tick) skills to be incorporated in the lesson) Collecting ,analyzing Communicating Planning and Working with others Solving Using mathematical Using and organizing ideas idea and organizing and in teams problems ideas and technology information activities techniques and information ✓ ✓ ✓ ✓ ✓ ✓ September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 52 of 94

F-VTDI-ACAD-SLPT-1.1 III. PREPARATION OF THE LEARNER (Introduction to lesson content) Prepare learner for engagement with the content of this lesson by: Students will be introduced to lesson by watching a video on Leadership How to Establish Yourself as a Leader - 9 Leadership Tactics https://www.youtube.com/watch?v=R2qu_j6GAG8 September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 53 of 94

II. PRESENTATION OF LESSON: Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Choose each objective from above. If it is a higher order Bullet point the content incorporated in the objective, state the lower order students need to know Write each strategy fro objectives that will lead to the (condition of objectives higher where necessary. teacher will guide stud employ to achieve the KNOWLEDGE What is Leadership Videos (2) What is leadership? True leadership is motivating Discussions other people toward a specific goal for the purpose of making them successful and fulfilled with a sense of self-worth. Leaders will come in all sizes and shapes, they will be young, old, male and female. Leaders will also display an attitude of self-sacrifice. They are people of deep conviction, commitment, and dedication to a worthy call and cause. Leaders are willing to pa the price no matter the cost. They will lead with a servant hearts not for their own enrichment, but for the benefit of those wo will follow them. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Write the step-by-step process for each Styles (visual, Media (teaching e lesson) objective. What will students do with om the guidance from teacher auditory, aids and s above) kinesthetic etc.) technology) dents to Students will be required to The As above objectives ➢ Watch Youtube video on Leadership. anticipated learning styles objectives highlight Visual Youtube Video Auditory Computer Verbal Pen Page 54 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat (3) Consequences of Ineffective Leadership. Leaders will prepared new incorporated in the leaders for the coming decades. Ineffective Leaders Video Fail to develop people – their Discussions skills, abilities, and talents are not utilized. Fail to produce successive leaders. Teambuilding cannot be accomplished successfully. Lacks effective organization of it’s people. There are three major challenges which we need to embrace. (4) The Challenges of Challenges #1 Selection Discussion Leadership. To select people for certain positions or responsibilities is a challenge. We need to match personalities, talents, skills, abilities and experience with the situation. To be able to foresee the hidden abilities in a young person is a challenge – yet so essential to successful leadership. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be required to Visual Youtube Auditory https://www.you ➢ Watch Youtube video on tube.com/watch Leadership. ?v=Xs3P93opq F4 Students will be required to Youtube ➢ Watch Youtube video on https://www.you Leadership challenges tube.com/watch ?v=lpJ23M4ZV Page 55 of Ns 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Challenge #2 Development incorporated in the A leaders must ensure that people have the opportunity to be good stewards of their talents and abilities and to develop their potential. SKILLS Challenge #3 Enablement Discussion a) Students will be able to A leader must enable and Presentation equip people to utilize their identify the different types abilities and skills and then of leadership turn them into helpers of others to develop and use their gifts and talents as well. Different Types of Leadership 1. Democratic Leadership Commonly Effective Democratic leadership is the leader makes decisions based on the input of each team member. Although he or she makes the final call, each employee has an equal say on a project's direction. Democratic leadership is one of the most effective leadership styles because it allows lower-level employees to exercise authority they'll need to use in future positions they might hold. It also resembles how decisions can September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Reading Computer ➢ To ask to choose one of the Writing Microsoft Document Leadership style and write an essay on whether it is an effective leadership style or ineffective and say why. Page 56 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat be made in company board incorporated in the meetings. P 2. Autocratic Leadership 9 Rarely Effective Autocratic leadership is the inverse of democratic leadership. In this leadership style, the leader makes decisions without taking input from anyone who reports to them. Employees are neither considered nor consulted. An example of this could be when a manager changes the hours of work shifts for multiple employees without consulting anyone -- especially the effected employees. 3. Laissez-Faire Leadership Sometimes Effective Laissez-faire leadership is the least intrusive form of leadership. The French term \"laissez faire\" literally translates to \"let them do,\" and leaders who embrace it afford nearly all authority to their employees. Although laissez-faire leadership can empower employees by trusting them to September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat work however they'd like, it incorporated in the can limit their development and overlook critical company growth opportunities. Therefore, it's important that this leadership style is kept in check. 4. Strategic Leadership Commonly Effective Strategic leaders sit at the intersection between a company's main operations and its growth opportunities. He or she accepts the burden of executive interests while ensuring that current working conditions remain stable for everyone else. This is a desirable leadership style in many companies because strategic thinking supports multiple types of employees at once. However, leaders who operate this way can set a dangerous precedent with respect to how many people they can support at once, and what the best direction for the company really is if everyone is getting their way at all times. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat 5. Transformational incorporated in the Leadership Sometimes Effective P Transformational leadership is 9 always \"transforming\" and improving upon the company's conventions. Employees might have a basic set of tasks and goals that they complete every week or month, but the leader is constantly pushing them outside of their comfort zone. When starting a job with this type of leader, all employees might get a list of goals to reach, as well as deadlines for reaching them. While the goals might seem simple at first, this manager might pick up the pace of deadlines or give you more and more challenging goals as you grow with the company. This is a highly encouraged form of leadership among growth-minded companies because it motivates employees to see what they're capable of. But transformational leaders can risk losing sight of everyone's individual learning curves if direct reports don't receive the September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat right coaching to guide them incorporated in the through new responsibilities. P 6. Transactional Leadership 9 Sometimes Effective Transactional leaders are fairly common today. These managers reward their employees for precisely the work they do. A marketing team that receives a scheduled bonus for helping generate a certain number of leads by the end of the quarter is a common example of transactional leadership. When starting a job with a transactional boss, you might receive an incentive plan that motivates you to quickly master your regular job duties. For example, if you work in marketing, you might receive a bonus for sending 10 marketing emails. On the other hand, a transformational leader might only offer you a bonus if your work results in a large amount of newsletter subscriptions. Transactional leadership helps establish roles and responsibilities for each September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat employee, but it can also incorporated in the encourage bare-minimum work if employees know how P much their effort is worth all 9 the time. This leadership style can use incentive programs to motivate employees, but they should be consistent with the company's goals and used in addition to unscheduled gestures of appreciation. 7. Coach-Style Leadership Commonly Effective Similarly to a sports team's coach, this leader focuses on identifying and nurturing the individual strengths of each member on his or her team. They also focus on strategies that will enable their team work better together. This style offers strong similarities to strategic and democratic leadership, but puts more emphasis on the growth and success of individual employees. Rather than forcing all employees to focus on similar skills and goals, this leader might build a team where each employee has an expertise or skillset in something different. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)