Title: Non-verbal communication Teacher(s): Callan Lewis Date: Term 1 Week 3 Term 1 Week 5 Proposed duration: 3 hours over 3 weeks
PYP planner 1. What is our purpose? To inquire into the following: transdisciplinary theme NA central idea Individuals and audiences can construct meaning through non-verbal expression. Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for?
Enduring understandings Students will understand that there is more than one way to express ourselves. Knowledge Freeze frame, Mime, Tableaux, Gesture (ACARA) Facial expressions (ACARA) Non-locomotor action stretching, reaching, bending, shape Discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance Skills - Communication skills non-verbal communication: recognizing the meaning of visual and kinesthetic communication: recognizing and creating signs; interpreting and utilizing symbols; listening & responding - Self-management skills spatial awareness (ACADRM032): displaying a sensitivity to the position of objects in relation to oneself or each other.
Summative Task Outline Picture madness/Snapshot activity: Students will use their body, facial expression and gesture to collaboratively create a frozen picture which communicates a specific location or activity. Students reflect on how their learning has developed through viewing the pre- assessment task and the summative. 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Form What is it like? (expression)
What lines of inquiry will define the scope of the inquiry into the central idea?
Stereotypical actions, signs and symbols Facial expressions
What teacher questions/provocations will drive these inquiries? Factual How could you say hello without using your voice?
Conceptual Do all people use gesture in the same way?
Debatable Which is more challenging verbal or non-verbal communication? Planning the inquiry International Baccalaureate Organization 2007
Planning the inquiry 3. How might we know what we have learned? This column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for? Children brainstorm what they think an audience is Use Y-chart (looks/sounds/feels like) Pre-assessment (this will be repeated at the end of the unit see Box 1) Picture madness/Snapshot activity: Students will use their body, facial expression and gesture to collaboratively create a frozen picture which communicates a specific location or activity. Teacher will film student responses.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Stereotypical actions, signs and symbols Students view and re-create signs and symbols based on images shown e.g. traffic lights. Teacher films or takes photos of student responses and make observations on use and type of non-locomotor action. Facial expressions
Permation (People animation) Students work in partners to mould people into physicality and facial expression of a particular stimuli. Teacher takes observational notes of student responses. 4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? Teacher runs the introduction of the lesson using only non-verbal communication. Students respond after a short time using a thinking routine e.g. See-Think-Wonder or Think-Puzzle-Explore
Creative hunt thinking routine Teacher provides an object (e.g. a traffic sign, an image, etc.) as a provocation and students respond to the questions Whats the main purpose? What are the parts and/or their purpose? Etc.
Chinese whispers to pass on emotions.
Permation (People animation) Students work in partners to mould people into physicality and facial expression of a particular stimuli.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Students will be given the opportunity to develop communication skills through . Students will be given
5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
International Baccalaureate Organization 2007
Reflecting on the inquiry 6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.
How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: develop an understanding of the concepts identified in What do we want to learn?
demonstrate the learning and application of particular transdisciplinary skills?
develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.
International Baccalaureate Organization 2007
Reflecting on the inquiry 8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.
At this point teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries.
What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.