Personal+Space-revised+lesson+plan

[|My Movie] [|bubbl]

[|Personal Space Social Story]


 * Revised Lesson Plan Questions **

I chose this lesson because it allows the subject matter to be taught and discussed in a more interactive and meaningful way for the students. The original lesson simply discussed the types of social distance, and allowed the students to act them out. My new lesson plan requires more involvement on the part of the student. 2. ** **Define new lesson plan design/goals of lesson** The new lesson plan incorporates all of the parts of the original lesson plan, however it also uses visual technology to increase comprehension and participation in the learning of the material. In addition to discussing social space and acting it out, students can look at a map of all different nonverbal communication skills, think about and compare them, and be involved in creating brainstorming maps regarding the use of social space.
 * 1. ** **Why did you choose this lesson? Brief summary or original lesson plan design/goals of lesson.**

I incorporated a bubble brainstorming page from bubbl.com I also made a silly video about personal space on extranormal.com
 * 3.** **Which tool or tools did you choose to incorporate into this lesson to potentially improve it?**


 * 4.** **Why did you choose this tool(s)?** I chose the bubble map because it provided me with a visual to demonstrate the types and levels of nonverbal communication. Most importantly, I liked this tool because it can be a working lesson-I left information out on the bubble pages and the students will be required to think of the material and fill in the blank spaces. I chose the movie on extranormal.com because it seemed like a fun way to lead into discussion on personal space, as well as other nonverbal communication skills, such as the use of body language and facial expressions.


 * 5. What standards were you using to guide your decision on this?**


 * RI GLE: OC-3-2:** In oral communication, students make oral presentations by...
 * OC-3-2.1:** Using standards for good speaking in different kinds of small groups and cultural settings
 * OC-3.2.5:** Using strategies to engage audience (e.g., eye-contact and adjustment of rate and volume)

Student NETS: 1. Creativity and Innovation:** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. c. Use models and simulations to explore complex systems and issues.
 * NETS?

a. Identiify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions.
 * 2. Critical Thinking, Problem Solving, and Decision Making:** Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. Promote, support, and model creative thinking and inventiveness. b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
 * Teacher NETS:**
 * 1. Facilitate and Inspire Student Learning and Creativity:** Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
 * 2. Design and Develop Digital Age Learning Experiences and Assessments:** Teachers design, develop, and evaluate authentic learning experiences incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS. Teachers:

Yes, I feel that the incorporation of this technology will improve my teaching. The presentation is organized, helping me to be organized and stay focused on the material (I sometimes tend to veer off-topic!). It is also really good for me to think about and try new methods of teaching. Like everyone, I tend to get stuck into teaching material the same way, time after time. Use of the bubble sheet and video allowed me to think about being more creative about presentating material and teaching.
 * 6. Do you feel this will improve your teaching? If so, why?**

I am very optimistic about the increased learning of nonverbal communication material that will hopefully occur through the implementation of this technology. Many students on the autism spectrum are visual learners, so presentation of material in a visual format will hopefully improve comprehension. Also, students nowadays tend to know and enjoy technology to a great extent. The use of technology to teach them skills that are usually presented orally is likely to increase interest and attention in the lessonn.
 * 7. Do you feel this will help improve student learning? If so, how and why?**



Lesson Plan: ** 1. Review Nonverbal Communication

-Go to bubbl page "Student Sheet 1st". [|bubbl.us] username: womandruchuve password: chowdahs
 * This is meant to be a working document, so that students can help fill in the bubbles with their knowledge of nonverbal communication.

-See if students remember 6 types of nonverbal communication-have them fill out map as a whole group-students can come up and take turns filling in bubbles

2. Show "My Movie" (link at top of page), which introduces personal space and involves other aspects of nonverbal communication. Discuss with students.

3. Introduce topic for the day: Proxemics, a.k.a. Personal Space

4. Query as to students' knowledge of personal space -What is it? -How do we use it?

5. Present "Personal Space Social Story" (link at top of page)

6. Go to my wiki page "Nonverbal Communication Map" -Show nonverbal comm map, scroll to left to display "proxemics" -Discuss personal space -definition -There are 4 types -Go through each type of personal space -Have students discuss types, paying attention to who they are talking with, how far they stand apart, how they act

7. Click on bubble sheet "Proxemics Student Sheet" As a whole group activity, have students participate in filling out chart and acting out situations where different personal space types come into play.