Effective Communication Kit
For Parents of Teenagers
Learning Experience by Courtney Sanderl, Amherst Middle School, Amherst Central NY School
District
Member of the
Learning Context:
Effective
communication is one of the most important skills that families can develop.
The purpose of this learning experience is for students to create a kit that
promotes healthy, effective communication among family members. The skill of
communicating effectively is essential not only in families, but in everyday
relationships as well. The simple design
of the kit allows for people of all ages to develop their communication
skills. In the process of creating the
kit, students uncover the roles and responsibilities of a parent in the
development of effective communication within a family.
Guiding Questions:
·
How
do family members support and affirm one another?
·
How
do family members show respect for one another?
·
How
do family members develop trust for one another?
·
What
communication strategies support the well being of family members?
·
What
resources outside of the family are available to support healthy family
relationships and childcare?
·
How
can my actions make my family a healthier place to love and live?
Connection and Rationale:
The
Effective Communication Kit for Parents
of Teenagers is an assignment given to eighth grade students in health
education class. The task is used as a
summative assessment for the communication unit. The assignment requires
students to develop and demonstrate advocacy, communication, decision-making,
and self-management skills. These skills are necessary for students to become
responsible, respectful, and productive adults.
The emphasis of the task is to allow students the opportunity to view
situations from the perspective of a parent.
The
Effective Communication Kit task is
versatile enough to be taught in several curricular disciplines. As
aforementioned, the task is currently given to students in health education
class. The health content is infused
into the task through the problems students must solve at the conclusion of the
assignment. Thus, other curricular
content could be infused in the same manner.
The
Effective Communication Kit reflects
“best” classroom practices because it requires students to develop
proficiencies in two of the New York State Standard areas: Parenting and
Health, Physical Education, and Family and Consumer Science. Students must also
demonstrate adequate development of advocacy, communication, decision-making,
and self-management skills from the New York State Health Skills Matrix. The combination of these requirements fosters
effective communication. Students can see their role in the dynamics of family
communication. As a result, students
equip themselves to communicate better, and to develop strategies when
effective communication falls apart. The goal of the task is for students to
develop realistic communication strategies that make them a better family
member, a quality future-parent, and a model citizen.
Prior Knowledge and Tips for Success:
·
Create a good knowledge base in the areas of
communication and conflict management.
·
Practice answering questions from the
parents’ perspective.
·
Gather,
and make available, many resources on communication and parenting.
·
Distribute health skills matrix to each
student and highlight skills that will be assessed.
·
Have one example of an effective
communication kit or similar kit.
Procedure:
The Effective Communication Kit for Parents of
Teenagers is an independent project to be done outside of class. Students
use information from previous class activities about communication, conflict
management, problem solving and decision-making. Class time is used to
introduce the task, articulate expectations, brainstorm, receive teacher
feedback, and gather information. Accomplishing the task with success requires
students to demonstrate many of the skills necessary to enhance personal
health. A student’s ability to create a product that can be used to solve
realistic life situations in an appropriate, healthy manner illustrates that
student’s development of necessary health skills.
The
sequential planner included in the teacher packet outlines a procedural process
that will result in success for the Effective Communication Kit learning
experience. Below is an outline of this
procedure.
·
Day 1
-
The teacher explains brainstorming activity
used to introduce and define the five areas of investigation (words and actions
that show care &/or respect, components of effective communication,
roadblocks to effective communication, ways to develop trust, and resources
outside of the family).
* Brainstorming
Activity- five sheets of newsprint are placed
around
the room; each headed with a different area of investigation. Students are divided into groups of three or
four, depending on class size. Groups
are given a marker and an area of investigation to start at. The activity begins when each group of
students is at a different area of investigation. Groups are given four minutes to brainstorm as
many answers as possible for that area of investigation. Groups rotate through each station
-
The teacher provides and explains Day 1 Student Packet, Task Sheet and Process Rubric.
-
Students are given time to think and write
about day 1 reflection question.
·
Day 2
-
The teacher provides and explains Day 2 Student Packet, Problem Solving Packet(to be completed day 3) and Product Rubric.
-
The teacher provides examples of Effective Communication Kits for
student viewing.
-
The teacher makes available several resource
materials that students use for investigation purposes.
-
Students are given time to think and write
about day 2 reflection question.
·
Day 3
Day three gives students
the opportunity to use their kit, check for deficiencies, and to strengthen
design.
-
Students are to bring in their finished Effective Communication Kit and
complete the Problem Solving Packet. At
the conclusion of this, students are required to take their kit home to make
necessary improvements, and to have an adult complete a Problem Solving Packet.
-
Day
1 Packets, Day 2 Packets, Problem Solving Packets,
and the Effective Communication Kit
for Parents of Teenagers are due at the beginning of the next class.
-
Students are given time to think and write
about day 3 reflection questions.
·
Throughout the project, the teacher
conferences with students, students use computers to investigate and
design.
·
Students are encouraged to use graphic
organizers, checklists, and assessment rubrics (which have been provided to
them) as a means to monitor their progress, and assess their product.
This learning experience
incorporates technology in two specific areas. First, during the information
gathering and investigation session students are requested to search the
internet for pertinent, appropriate, and useful information. Secondly, students
are encouraged to use computer graphics and word processing to make their kit
look more professional.
Instructional/Environmental Modifications:
This task can be easily modified by
decreasing the number of elements required within each area of
investigation. Students could also be
permitted to work in small groups, which would require the instructor to
articulate job descriptions and responsibilities for group members. In cases of more severe disabilities,
extended time or teacher consultations would be appropriate.
Time Required:
Planning and preparation for the teacher:
·
Lessons in previous classes on communication
(180 min.).
·
Duplication of materials (30 min.)
-
Day 1 student packet
-
Day 2 student packet
-
task sheet
-
problem solving practice packet
-
rubrics
Compilation of resources
(1 hour).
·
Explanation of activities (5 min.).
·
Explanation of tasks (15 min.).
·
Assessment of Effective Communication Kits (10 min each project).
·
Assessment of student packets (15 min each).
Time and preparation for the student:
·
Previous class information on communication
(180min.)
·
Brainstorming Activity (20 min.).
·
Complete Day 1 student packet (15 min.).
·
Complete Day 2 student packet (1 hour).
·
Create, design, and complete kit (2 hours).
·
Complete problem solving practice packet (40
min.).
Resources:
·
·
Fetro,
Joyce V. Personal & Social Skills: Understanding and Integrating
Competencies Across Health content.
·
Materials provided by instructor or student
include:
-
newsprint
-
markers
-
a variety of packages to be used for kit
making
-
computer
-
resources on parenting and communication
-
folders to keep all packets together
Assessment Plan:
Formative Assessment Strategies:
Formative evidence of meeting the performance
indicators are achieved through the use of:
- observation
of students during class time,
- graphic
organizers,
- checklists,
- responses
to reflection questions.
- problem
solving packet
Summative assessment strategies:
A summative assessment will be determined based on
the following items:
-Day
1,2 & 3 Student Packets
-problem
solving packet
-Effective
Communication Kit for Parents of Teenagers
-kit
rubric
-process
rubric
STUDENT PACKET
Words and Actions
that Show Care &/or Respect
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Components of
Effective Communication
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Ways to Develop
TRUST
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Roadblocks to
Effective Communication
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Resources Outside
of Family
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
EFFECTIVE
COMMUNICATION KIT FOR PARENTS OF TEENAGERS
TASK DESCRIPTION SHEET
Role Title: You are a design engineer for a well-known
communication company.
Situation: The company you work for specializes in the production of
educational materials used to improve communication among people. Your company built its reputation by
facilitating communication among large groups of people in workplaces, schools,
and other institutions. They now want to
expand their services to smaller groups.
The company realizes the importance for a family to develop effective
communication skills, and have decided to start their effort there.
Role The company
has asked you to design and create a kit that incorporates the knowledge
Description:
of effective communication with the development of the skills necessary to
promote effective communication among
family members.
The Effective
Communication Kit will be targeted, initially, to parents with teenage
children. As a design specialist you
must create a comprehensive, user-friendly kit geared to this group. The kit must promote relationship building in
families via effective communication.
The following components are required as pieces of the kit: showing
respect, developing trust, community resources outside of the family, and
strategies to overcome communication barriers and conflict. Each component must be packaged separately.
As a design specialist,
the packaging of the kit is important.
The kit should be easy to use, portable, appealing to the eye, titled
and labeled correctly, and designed to develop effective communication skills.
BRAINSTORMING
KIT PACKAGE IDEAS
Thinking This Through Area:
______________________________
CHECKLIST
_____I have completed Day 1 Student Packet
_____I have completed Day 2 Student Packet
_____I have thoroughly investigated EACH of the five
areas
_____Investigation of words &
actions that show care & respect complete.
_____Investigation of effective communication
complete
_____Investigation of roadblocks of effective
communication and strategies to deal with them complete
_____Investigation of ways to develop trust complete
_____Investigation of resources outside of the family complete
_____I have brainstormed at least two different kit
ideas
_____I have decided how to package the kit
_____I have decided how to package each of the five
areas
_____I have listed all of the materials I will need
to make my product
_____I have proofread EVERYTHING myself
_____I have asked an adult to proofread everything
_____I have completed the problem solving packet myself
_____An adult has completed the problem solving packet
_____I have used the process rubric to self-evaluate
_____I have used the product rubric to self-evaluate
_____I have made any necessary improvements, and
believe this is my best work!
COMMUNICATION KIT
PROBLEM SOLVING & FEEDBACK SHEET
Prior to handing your
final project in it is important to be certain that you have done your
best. Once your Effective Communication
Kit is completed it is time to check for its usability. The steps below will help you to do
that. All work is to be turned in with
your final packet.
Step 1: Select one or more problems to solve from the
“Problem
Solving” sheet. Record your solutions on the “Solving a
Communication Problem Sheet”.
Step 2: Evaluate your communication kit using the
“Feedback Form”.
Step 3: Make any necessary changes to your kit.
Step 4: Ask
an adult to do steps 1 and 2. Make any
required changes to your kit. It is acceptable, and suggested, that you ask a
second adult for feedback.
PROBLEM SOLVING
PRACTICE SHEET
Use an effective
communication kit to solve one or more of the following problems in an
appropriate, healthy way. Solve as if
YOU are the parent. It is required you
use three pieces from kit for each solution.
Record solution on the “Solving a Communication Problem”
worksheet.
1.
Your thirteen-year-old son has informed you
that he has been given detention because he did not do his homework. This is not the first time this has happened;
in fact the problem has been chronic(long
lasting). You have noticed that his
behavior at home also could stand for some improvement. It is time for a talk with him. How would you solve this problem in the
healthiest way?
2.
Your teenage daughter has been invited
overnight to a friend’s house. Initially
you agreed to the arrangement. Now, your
daughter informs you that neither of her friend’s parents will be home until
very late that evening. However, the friend’s older sister will be there. Your house rules have been consistent on this
point- if there is not adult supervision; you may not go. Your daughter has approached you with the
defense that the parents WILL be there eventually, and that she is getting
older you HAVE to let her do things on her own.
It is time to address the situation with her. How would you solve this problem in the
healthiest way?
3.
The big homecoming dance is on Friday. Your daughter has purchased a ticket, and has
decided to go with a bunch of friends.
At the beginning of the week you told her that she must clean her room
and finish her weekly household chores BEFORE she goes to the dance. You remind her of this condition again on
Thursday. It is now Friday and her room
has not been cleaned, and there are a few chores left to be done. She comes home from school and immediately
begins getting ready for the dance. You
have to speak to her about the ‘deal’ that was made earlier in the week. You know it is going to be a hostile
conversation. How would you solve this
problem in the healthiest way?
Solving a
Communication Problem Worksheet
Record your solutions on
this sheet. There is space at the bottom
to include any other comments or suggestions you might have.
Problem # ___________ I am a(n) (circle
one) adult/child
Main
Issue (in one sentence write the problem) __________________
________________________________________________________________________________________________________________.
How
I would handle this in the healthiest way…
·
First
I would________________________________________
___________________________________________________ ___________________________________________________
___________________________________________________
·
Then
I would_________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
·
I
would also__________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
·
As
follow up I suggest _________________________________
___________________________________________________
___________________________________________________
___________________________________________________
·
From the kit
I used____________________________________
Because ____________________________________________
___________________________________________________
·
I
also used __________________________________________
Because
____________________________________________
___________________________________________________
·
I
also used __________________________________________
Because
____________________________________________
___________________________________________________
Additional
comments _____________________________________
________________________________________________________________________________________________________________
Communication Kit
Feedback Form
After using an
effective communication kit to solve a real-life problem, record your evaluation
of the kit. Circle the number that best
matches your evaluation of each category (5 equals a superior score).
|
I AM A(N) (circle one) Adult / Child |
|
<<<<<<<<<<>>>>>>>>>>> |
Poor |
||
|
|
|||||
DIRECTIONS
|
5 |
4 |
3 |
2 |
1 |
|
Easy
to read |
5 |
4 |
3 |
2 |
1 |
|
Easy
to understand |
5 |
4 |
3 |
2 |
1 |
|
Apparent
on each item |
5 |
4 |
3 |
2 |
1 |
Made kit easier to use
|
5 |
4 |
3 |
2 |
1 |
|
|
|
|
|
|
|
DESIGN
|
5 |
4 |
3 |
2 |
1 |
|
Professional
Look |
5 |
4 |
3 |
2 |
1 |
|
Appeal
to the eye |
5 |
4 |
3 |
2 |
1 |
|
Color
|
5 |
4 |
3 |
2 |
1 |
|
Packaging
idea |
5 |
4 |
3 |
2 |
1 |
Each item separate
|
5 |
4 |
3 |
2 |
1 |
|
|
5 |
4 |
3 |
2 |
1 |
|
USE |
5 |
4 |
3 |
2 |
1 |
|
Easy
to use |
5 |
4 |
3 |
2 |
1 |
Helped solve problem
|
5 |
4 |
3 |
2 |
1 |
|
|
|
|
|
|
|
|
OVERALL |
5 |
4 |
3 |
2 |
1 |
POSITIVE COMMENTS:
____________________________________________________
________________________________________________________________________
SUGGESTIONS FOR
IMPROVEMENT: ________________________________________
________________________________________________________________________
________________________________________________________________________
Student Tools 1,2 & 3 & Reflection Rubric
Effective Communication Kit for Parents of Teenagers
|
PROCESS |
4 |
3 |
2 |
1 |
|
COMMUNICATION The extent to which students apply
communication skills and strategies to enhance health. PIII H H 2B |
Recognizes
barriers to personal & social communication. Applies appropriate strategies to solve
real-life situations in a way that enhances personal health and safety. |
Recognizes
barriers to personal & social communication. Applies an acceptable
strategy to solve a real-life situation. |
Identifies only some
of the barriers to personal & social communication and/or strategy
selected would interfere with a solution to a real-life situation. |
Unable to
identify barriers to personal & social communication and/or selected
strategy would make real-life situation worse. |
|
STUDENT
PACKETS & ORGANIZERS The
extent to which students complete packets, demonstrate organization, and
categorization of information. CDOS 3a.2,.7 ELA 1.1A |
·
Absolutely
complete, sequential & organized ·
Completion
demonstrates competencies essential for workplace. |
·
Complete ·
Completion
demonstrates sufficient competencies essential for workplace. |
·
A few
missing answers ·
Completion
demonstrates few competencies essential for workplace. |
·
Missing
several answers ·
No apparent
competencies present in completion. |
|
INVESTIGATION The extent to which students demonstrate
information research in the area of parenting, communication, and
relationship building. PIII D,E,F,G H 3A CDOS 3a.7 |
Investigative strategies
represent an exhaustive search for valid information and a variety of
resources. |
Investigative
strategies represent sufficient search for valid information and several
resources. |
Investigative
strategies provide for insufficient valid information gathering and/or few
resources used. |
Investigation
strategies are ineffective for valid information gathering and/or minimal
resources used. |
|
REFLECTION The extent to which student expresses
thoughts and feelings as a result of participating in the learning experience. H 2B ELA 1.2d |
Response to
question is clear, thoughtful and supported with strong, accurate evidence
relating to skill development in decision making and communication. |
Response to question
is supported with accurate evidence relating to skill development in decision
making and communication. |
Response to
question is not supported with accurate evidence relating to skill
development in decision making and communication &/or response digresses
from question |
Response to
question is not answered &/or inaccurate evidence relating to decision
making and communication is given |
Kit Rubric: Effective Communication Kit for Parents
of Teenagers
|
PRODUCT |
4 |
3 |
2 |
1 |
|
APPLICATION OF STANDARDS The
extent to which student demonstrates an understanding of parenting learning
standard and NYS performance indicators for health education. P III H 2B 3A |
·
Clearly demonstrates an understanding of communication skills
necessary for healthy families to maintain positive relationships. ·
Consistently identifies when use of valid community resources is
necessary. |
·
Demonstrates a surface understanding of skills necessary
for healthy families to maintain positive relationships. ·
Accurately identifies when valid community resources are
necessary. |
·
Demonstrates some confusion in understanding of skills
necessary for families to maintain positive relationships. ·
Occasionally misidentifies when valid community resources are
necessary |
·
Demonstrates little to no understanding of skills
necessary for families to maintain positive relationships. ·
Frequently misidentifies when valid community resources are necessary |
|
KIT USE The
extent to which product promotes skill and strategy development in the area
of communication. H 2B CDOS 3a.2 |
Kit use clearly has the ability to use decision
making skills and develop communication strategies to enhance personal health
& safety. |
Kit use has the potential to use decision making skills
and develop communication strategies to enhance personal health & safety. |
The use of decision making skills and the
development of communication strategies that enhance personal health &
safety would be difficult with kit. |
The use of kit would not help with decision making
skills and the development of communication strategies that enhance personal
health & safety would be impossible with kit. |
|
MECHANICS The
extent which students present information using standard
English. ELA 1.2d |
Consistently demonstrates use of mechanics of
standard written English making product easy to use and understand |
Demonstrates correct use of mechanics of standard
written English making product usable and understandable |
Use of standard written English interferes with
ability to use &/or understand product |
Mechanics of standard written English causes
confusion that prevents use or understanding of product. |
|
DESIGN The
extent to which the product is appealing and effective CDOS 3a.7 |
Design has professional
appeal enhancing effectiveness of product |
Design is appealing and aids in effectiveness of
product |
Design has little appeal &/or design distracts
from effectiveness |
Design is not appealing &/or causes the product
to be ineffective |
PARENTING
EDUCATION LEARNING EXPERIENCES SEQUENTIAL PLAN
|
Parenting
Standard(s): III Support Systems and Services |
Grade: 8 |
Discipline: Health |
|
Essential
Question(s): What are the traits of a healthy family & how are the traits
sustained? |
# of lessons:
3 ________________ |
Length of
periods: 40 Minutes ___________________________________ |
|
Lesson components |
Day
1 |
Day
2 |
Day
3 |
|
Guiding
Question(s) |
Parenting
Standard III: C.
How do family members show respect for one another? D.
How do family members develop trust for one another? F.
What communication strategies support the wellbeing of family members? H.
What communication strategies support the emotional well being of family
members? I.
What resources outside of the family are available to support healthy family
relationships and childcare? |
Parenting
Standard III: C.
How do family members show respect for one another? D.
How do family members develop trust for one another? F.
What communication strategies support the wellbeing of family members? H.
What communication strategies support the emotional well being of family
members? I.
What resources outside of the family are available to support healthy family
relationships and childcare? |
Parenting
Standard III: A.How can my actions make my family a healthier place
to love and live? F.-What
communication strategies support the well being of family members? |
|
Activities |
·
Teacher describes brainstorm activity ·
Students conduct task; 3-5 per group ·
Day 1 Student Packet/graphic organizers distributed and explained by
teacher ·
Students complete graphic organizers ·
Reflection question given ·
Class discussion for summary and closure |
·
Package and Marketing for each piece ·
Day 2 Student Packet/graphic organizers ·
Articulate task expectations. |
·
Kit usability check. ·
Solution Sheets and Feedback Forms |
|
Skills
Assessed |
CM.I.2,.5,.6 DM.I.3 |
CM.I.2,.5,.6 DM.I.3 |
CM.I.2,.5,.6 DM.I.3 |
|
Learning
Standards and Performance Indicators |
NFCS
–13.1.1, 13.3.1, 15.2.1,.2, 15.3.1,.2 H-
2 B, 3A NH
– 3.4, 5.4 |
NFCS
–13.1.1, 13.3.1, 15.2.1,.2, 15.3.1,.2 H-
2 B, 3A NH
– 3.4, 5.4 |
NFCS
–13.1.1, 13.3.1, 15.2.1,.2, 15.3.1,.2 H-
2 B, 3A NH
– 3.4, 5.4 |
|
Assessment
Tool(s) |
·
Oral response to reflection (formative) ·
Day 1 Student Packet/graphic organizer (diagnostic) ·
Class discussion (formative) ·
Teacher observation (formative) |
·
Oral response to reflection (formative) ·
Day 2 Student Packet/graphic organizer (formative) ·
Teacher observation (formative) |
·
Oral response to reflection (formative) ·
Kit Rubric (summative) ·
Student Tools & Reflection Rubric (summative) |
|
Reflection
question(s) |
How important is
effective communication to a family? |
As a parent, what
tools would you need or want in the kit? |
1.What can you do to make the communication in your
family better? 2.
How can your communication kit apply to relationships outside of families? |
Reflection:
I
have taught the communication unit to every secondary grade level. This learning experience exceeded my
expectations for student learning. This
is the first time that students have displayed outward enthusiasm for learning
about communication. Bringing real life
situations into classroom learning engaged each of the students. The learning experience encouraged students
to apply their knowledge of health to situations that required them to develop
life skills. The ‘real’ world connection
kept students interested in the activity, and knowing adults would be asked to
use their kit inspired them to produce their best work.
Initially students were
apprehensive; the task seemed overwhelming to them. Once we read through the packets, broke the
task down into steps, and started the work; students were engrossed! I became a facilitator for learning, rather
than a lecturer. As the project
continued, and the students worked, I received phone calls from parents. Several parents called to tell me what a
wonderful idea they thought this was.
The feedback was incredibly positive.
The regional peer review
experience was beneficial to this experience.
There were suggestions and strategies for improvement that I used to
make my final product better. The
feedback and encouragement that I received at the peer review proved to be
invaluable.
By far this was the best
way that I have concluded the communication unit. The students were interested, challenged,
enthused, and productive. The instructor
was excited, interested, and amazed with the final products.
Standards and
Intermediate Performance Indicators:
Parenting Standard III
Support
Systems: Students will be able to identify traits of a
healthy family and access support systems and services when appropriate.
NYS Health Education Skills Matrix-
Intermediate Level
Communication
CM.I.2 Applies effective verbal and nonverbal
communication skills to enhance health.
CM.I.5
Recognizes barriers that interfere with effective healthy communication and
applies strategies to overcome barriers.
CM.I.6 Demonstrates ways to communicate care, consideration, &
respect for self and others.
Decision-Making
DM.I.3 Compiles and assesses available information to
enhance health.
NYS Health
Standard
2: Students will acquire the knowledge and ability
necessary to create and maintain a safe and healthy environment.
B.
Demonstrate personal and social skills that
enhance personal health and safety.
Standard
3: Students will understand and be able to manage
their personal resources.
A. Distinguish
between valid and invalid health information,
products, and
services.
NYS Career Development and
Occupational Studies
Standard
3a: Students will demonstrate mastery of the foundation
skills and competencies essential for success in the workplace.
2.
Evaluate facts, solve advanced problems, and make decisions by
applying logic and
reasoning skills.
7. Understand the
material, human and financial resources
necessary to
accomplish the tasks and activities.
The following ELA standards are extensions of the
project.
NYS English Language Arts
Standard
1: Students will read, write, listen, and speak for
information and understanding.
.1a
Use a wide variety of strategies for selecting, organizing and
categorizing
information.
.2d Use standard English for formal presentation of
information.
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