MI lesson plan by Mira M.

What helps me learn better?
MI Lesson plan by Mirjana Mihailovic

Objectives

The aim of the session is to improve communication skills, especially asking questions, which is one of the most important fields in creating good understanding between people. Also, this session has tasks designed to include the most suitable way of learning according to the type of participant’s intelligence, which were defined by tests. Most of students have visual and body movement type of learning, so this session is based on that.

Time

15-20 minutes

Material Required

- Markers in different colors (green, red, blue, black and orange)
- Four white pieces of paper
- Chairs.

Procedure

At the beginning of the session the presenter/teacher draws a mind map of communication skills on the board and asks students which communication skills the good communicator should have. The answers are written in the map. If participants do not remember all of the skills, the presenter will help them. This part of the session takes two or three minutes.

After that, the phrase ‘asking question’ can be underlined and three type of questions stressed: open questions, closed questions and alternative questions. Each type is explained separately with an example. Also, this part of session will be interactive as much as possible. It takes about three minutes.

In addition, the group is divided into two subgroups. The first one will be asked to go out and the second one will get a task to draw anything they want. The drawings must be designed on blank pieces of paper by using colored markers. They will have five minutes to fulfill this task. After that, the teacher places chairs in the center of the classroom. The chairs must be in pairs and back to back. Each student in the classroom should bring his/her own drawing and sit on a chair in one of the pairs. The subgroup from the outside is invited to enter the classroom and take a seat on free chairs. After that, the performer delivers a new set of blank pieces of paper and colored markers to the students from second subgroup and explains what their task is.

More precisely, their task is also linked with designing. They should ask their partner what there is in his/her drawing and make a copy based on the answers. They can use all types of questions, which are mentioned at the beginning of class. The second subgroup has five minutes to fulfill the task.

Finally, the teacher puts up all drawings on the board and compares them together with the group. If someone has a good sense of humor he/she will be encouraged to give comments in a funny way.

The conclusion to be reached after the presentation is: “Asking question is an extremely important skill in communication”.

The presentation will be finished with a question too. This is: “How do you feel after the presentation and what do you think about it?”