Effective Communication
Freshman Year: Flexploration Project - Hungarian
For our final we had to teach a lesson on a language we hadn't yet explored of our choice to the class. Each student had to prepare a lesson plan, an assignment, and a presentation. I chose to do Hungarian; I taught where it was spoken, what family tree is on, numbers 1-20, and colors. I also had games for the class to play because I think that when students participate in a hands on activity that they learn more than they do when they just take notes. The assignment I gave to the class was a simple crossword puzzle on the numbers 1-10 and the colors. Another requirement was to make a "flex mini lingo guide", which is the basics of the language and what you are teaching.
The games I had were not very complicated, I had a game for the number, a game for the colors. I printed out the spelling of the numbers and cut them out, each team had their own set of numbers. When I held up the number with big cards that Mr. Homer had they had to run up with the spelling of that number. The first team who had a person run up first got the point. The game for the colors was similar. The teams had the spelling of the colors and medium square piece of paper of each color. When I said the color they had to come up with the piece of paper of that color. When I showed the color they had to come up with the spelling of the color. Once they came up they also had to draw something on the board of that color. For example if I showed the color yellow they would come up with the spelling for the color, (sarga), and draw a sun or something that was yellow. Then I mixed the two games together but took out the pieces of papers of each color, so they would only have the spellings.
This project fits in with Effective communication because I had to get what I was teaching to my peers and have it stick. Plus what I was teaching was in a foreign language. I really had to think what I was going to teach and how I was going to teach it. What games were fun but got them to learn the material at the same time.
The games I had were not very complicated, I had a game for the number, a game for the colors. I printed out the spelling of the numbers and cut them out, each team had their own set of numbers. When I held up the number with big cards that Mr. Homer had they had to run up with the spelling of that number. The first team who had a person run up first got the point. The game for the colors was similar. The teams had the spelling of the colors and medium square piece of paper of each color. When I said the color they had to come up with the piece of paper of that color. When I showed the color they had to come up with the spelling of the color. Once they came up they also had to draw something on the board of that color. For example if I showed the color yellow they would come up with the spelling for the color, (sarga), and draw a sun or something that was yellow. Then I mixed the two games together but took out the pieces of papers of each color, so they would only have the spellings.
This project fits in with Effective communication because I had to get what I was teaching to my peers and have it stick. Plus what I was teaching was in a foreign language. I really had to think what I was going to teach and how I was going to teach it. What games were fun but got them to learn the material at the same time.
Junior Year:
I-Search Paper on How do anxiety disorders affect the children that have them and how are they treated?
This paper is a nice contrast to the pledge of allegiance essay above. This paper, for me, was a lot less difficult to write. This is probably because the topic I chose to write about had a personal connection and was something I was very interested in learning about. The format it was written was different in the fact that there was no claim or argument that I had to back up. The paper was more about having a question and doing research to answer that question. It was also about the story of the search and how you found the answer, not just about what you learned and where you learned it.
We also had to present our finding to our class in a presentation that touched on everything we wrote about in the paper. Presenting to the class why we picked the topic that we did, how we found the answer to the question, and how the search for the answer went. We also had to be prepared to ask questions about the topic in case anyone in the class had any questions.
We also had to present our finding to our class in a presentation that touched on everything we wrote about in the paper. Presenting to the class why we picked the topic that we did, how we found the answer to the question, and how the search for the answer went. We also had to be prepared to ask questions about the topic in case anyone in the class had any questions.
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Senior Year: Psychopathy Paper
This year I wrote a paper on psychopathy in my U of U writing class. It was an information paper and there was a lot of research that went into it. Its main focus was how psychopaths' brains are different than those who don't have psychopathy. We had to have credible sources, at least two that came from databases.
Before writing the paper we had to come up with a specific audience that we were writing to. This goes along with Effective Communication because I had to make sure the information I was writing about and my topic were put in a way that fit my audience. My audience was adolescents who were interested in psychology and neurosciences. I had to write it so that it wasn't too scientific or had to many technical words while also writing it so it wasn't so dumbed down.
Before writing the paper we had to come up with a specific audience that we were writing to. This goes along with Effective Communication because I had to make sure the information I was writing about and my topic were put in a way that fit my audience. My audience was adolescents who were interested in psychology and neurosciences. I had to write it so that it wasn't too scientific or had to many technical words while also writing it so it wasn't so dumbed down.
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