Collaboration.

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Standard Grade Business Management Course outline.

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PowerPoint slide templates More information please… A slide template designed to demonstrate how hyperlinks & triggers can be used to control navigation.

ETONX MODERN LEADERSHIP PROGRAMME SILVER AWARD What is Leadership? 1.

n Taking Notes and Keeping a Journal n Listening Skills n Working Together n Managing Your Time.

Present apply review Introduce students to a new topic by giving them a set of documents using a variety of formats (e.g. text, video, web link etc.) outlining.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Are 4(5x + 2) and 4(5x) +4(2) equivalent expressions?

Rule: double the number and add 1

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

How do you find the length of sides and then use that to find perimeter and area when only given ordered pairs? For example: (4,1) (4,-4) (-6,1) (-6,-4)

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example, how can you use exponents to write

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

7 x 2 5 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try.

2 3 = …. LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

--This is our lesson objective

For example, if you have 3 4 of a giant candy bar and decide to eat 1 6 of it, how much of the candy bar will you be eating? LearnZillion Notes: --This.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

0.7 = ? ? LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

Visual Literacy - Conclusion

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

1 4 = 2 8 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you.

0.73 = ? ? LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Input Output LearnZillion Notes:

What can you do to solve a really tricky word problem?

x ft 30 ft 40 ft LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

1 2 ÷ 4 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example: How do you show an increase of 12% over the original cost, if the original cost is $x? LearnZillion Notes: --This is your hook. Start with.

I wonder…2 _ 1 2 ? LearnZillion Notes:

You’ve been asked to set up chairs for both the rocks paper scissors championship and the basketball banquet.

Presentation transcript:

Collaboration

Collaboration In this lesson, you will take on different roles and practise collaborating with your classmates to reach a shared goal. This will help you to understand the importance of effective communication when working in a team.

Warm up activity – Whispers To ‘warm up’ the class and get you energised for the main activity To demonstrate the importance of communication, and how easy it is to miscommunicate Image credit – “Secrets” is copyright (c) 2008 Quasic and made available under a Attribution-Share Alike 2.0 Generic license

Resources required: A3 See, Run, Do Leadership Posters. Blank A3 Paper & Coloured Pens. Task – See, Run, Do To practise effective verbal communication and active listening. To take on a specific role within a team and collaborate with your classmates. To work with others to reach a shared goal.

Instructional Video S_1_05_Collaboration_VideoActivityInstructions_1of1

See, Run, Do You will work in teams of three. Outside the classroom there is a leadership poster that you are going to try and reproduce. In your team, you are each going to take on a different role - Seer, Runner or Doer. Each role is equally important.

See, Run, Do The Seer is the only person in your team who can look at the original poster. He or she will stand near the poster and will communicate what the poster looks like bit by bit to the Runner. The Runner will run between the Seer and the Doer and will tell the Doer what to draw. The Doer must reproduce the original poster as accurately as possible.

See, Run, Do The Runner and Doer can communicate as much as they like. The Runner can make suggestions to the Doer. The Runner can ask the Seer questions from the Doer, but only the Doer can draw. Only the Runner can move around. Only the Seer can look at the original poster.

See, Run, Do Task: In your teams decide who is going to take on each role – Seer, Runner, Doer. You have 20 minutes to reproduce the Leadership Poster following the rules outlined in the video and on the previous slides. The goal is recreate the most accurate drawing of the Leadership Poster. Top tip: The Runner should try to go as quickly as possible from Seer to Doer. The more frequently, the better!

See, Run, Do Let’s see how accurate your team poster is compared to the original poster…

See, Run, Do Take care – the poster will display when you next click! Only reveal this at the end of the activity…

Concluding Questions Now that you have completed the Collaboration lesson, consider the following reflective questions. How did you feel during that activity? Explain. What skills did you need during the task? How successfully did your team communicate? How effective was each team member in their role? If you were to do a similar activity in future, what might you do differently? Explain.

Conclusion Video S_1_05_Collaboration_VideoPlenary_1of1

Lesson Close – Personal Tutorial Who has booked their tutorial? Remember, it is a compulsory element of the course and you should aim to have a tutorial every two weeks. You should have completed two tutorials by now and you should book your next tutorial to take place after next week’s lessons.

Lesson Close – Online Activities Remember to omplete the self-study activities related to the Collaboration lesson. Your tutor will want to spend time exploring your answers to these activities, so it is very important that you complete them prior to your tutorial.

End of class

EtonX PowerPoint Key Green text – key leadership vocabulary. Blue text – reflective questions to discuss. Red text – leadership task for students to complete.