Development of a Social Skills Lesson

  • Category:
    Education
  • Document type:
    Assignment
  • Level:
    Masters
  • Page:
    2
  • Words:
    804

Development of a Social Skill Lesson Plan

Supervisor:

Social Skills Lesson Plan

Skill Taught: Listening skills

Target age group: 7-12 years

  1. What is the difference between listening and hearing?

  2. The importance of listening

  3. Introduce an audio material in which students listen to topics and discuss the topic in class (monitor the students as they discuss and note the behaviours).

  4. Get feedback on the audios and the subsequent discussions.

  5. Practical skills for gaining listening skills (Role play).

  6. Each student to be given a chance to participate in the role play.

Rationale

Listening is a very important skill for both children and adults. For the children the skill is crucial in obtaining input that is comprehensible for the development of language. According to Purdy and Borisoff (1997) listening is a communicative activity that forms part of the daily life. There is always a purpose why any person has to listen. People listen to different things based on the purpose of listening. For the children, listening skill becomes more important as it equips the children with important life skills in their daily life and in their academics e.g. in language masterly. For instance in learning English, students need to have listening skills to get the phrases used, and acquire the details being communicated. In the listening process students get to know how to organise themselves in a class (Buck, 2001). According to Purdy and Borrisoff (1997) students with listening skills are in a better position to reflect on what they learn and hence improve their interest in subject and performance.

Effective listening requires an individual to concentrate and application of other senses i.e. it is not just about hearing only. In listening students are able to recognize pauses in sentences, recognise the patterns of stress and get to know the sound discrimination. Despite of the benefits of listening, researches show that many people do not have this skill (Brown, 2006). Therefore, teaching the listening skill to the students at early age will prepare them for their academic life and later life.

Pro-skills

The ability to listen has a great impact on the social life of an individual. In the children, listening skills equips them with life skills that enable them to fit in the society more comfortably. According to Ellis (2003) listening skills play part in making and maintaining friends and social networks. In addition, children with good listening skills have been found to have better grades than those without the skills. Furthermore, the listening skills have been correlated with children with improved self esteem, confidence and the general wellbeing. The children who have learned and are practicing the listening skills can easily develop other social skills such as skills relating to being attentive and empathy (Purdy & Borisoff, 1997). It is through listening that an individual is in a position to understand another person’s perspective and hence empathise with that person. The listening skill starts with concentration, therefore the listening skills also fosters emotional stability.

Scenario

Home: The parents have given a list of tasks and instructions to perform over the weekend.

Peers: during class work, you are organised in a group and required to discuss a health topic. You are to be the group leader.

School: The teacher lectures on how play basket, lists the instructions and simple requirements for basketball players. In the field, you are told to display what was taught in class.

Evaluating the effectiveness of the lesson

An effective lesson plan is normally aimed at achieving specified objectives. To determine whether a lesson attained the objectives, evaluation should be carried out. According to Barroso and Pon (2005) evaluation should assess whether learners have attained the learning objective. The evaluation for this lesson will focus on the lesson objective and practical application of the skills learned. The evaluation will include both written assessments and practical monitoring of the students. The practical monitoring will include collection of data on students’ performance in listening skills tests designed by teachers for the assessment. A control case study will also be used in which students who have been taught the skills will be compared to students who have not been taught the skill. The measures to be used will include academic scores and performance in different social skills and general well-being. In addition, teachers and parents of the students who learnt the skill will be interviewed on whether they have recognised any changes after the skill was taught.

References

Barroso, K. and Pon, S. (2005). Effective lesson planning. A facilitator’s guide. Sacramento, CA: American Institute for Research.

Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.

Cambridge University Press. New York: Teaching ListeningBrown, S. (2006).

Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Purdy, M. and Borisoff, D. (1997). Listening in Everyday Life: A Personal and Professional Approach. Oxford: Oxford University Press.