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Objectives
Conversation or meetings are intentional communication processes that are aimed at reaching specific objectives, being the exchange of information or ideas, or development and planning of project.
To be effective, the conversation has to follow a “step by step” process that will set up the basis of the social relationships engaged with the interlocutor.
For this, it is important to make a good preparation and start, but also to have the capacity to keep your direction and avoid distractions, being able to move forward when the conversation get stuck. It is also fundamental to think about follow-up actions if you want your talk being followed by actions.
Those are the different aspects of the conversation that we will approach in this topic, where we will deliver recommendations and tips for good meetings preparation, management and follow-up, with support of key documents such as the set up of an agenda or reporting minutes.
The main objectives of this topic are described in the following video:
Lesson 1. Efficient meetings: preparationPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 1 of Topic 5. Conversation. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L1 Efficient meetings: preparation | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T5.L1. Efficient meetings: preparation (lesson content in pdf, video, video content in pdf) | Explanation about how to use different tools and tips that will help us to set up efficient meetings where people have a clear objective and good conditions to come to results | 15' | at home (flip-teaching) or in the classroom | Explain Video T4.L4 or solve doubts (if flip-teaching).
Explain Activity A.T5.L1.1.
|
| S2P | Activity A.T5.L1.1. Efficient meetings (activity factsheet in pdf) | Students will receive different scenarios with different situations and purposes for which they need to prepare a meeting. They will need to put into practice the organisation of these meetings to answer the given challenges. | 3 weeks | In any place that is relevant for the meeting | |
Lesson 2.Starting a conversationPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 2 of Topic 5. Conversation. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L2 Starting a conversation | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T5.L2. Starting a conversation (lesson content in pdf, video, video content in pdf) | Explanation about how to start a conversation that will profile a future high communication quality. | 15' | at home (flip-teaching) or in the classroom |
Solve doubts about previous Activity T5.L1.1
Explain Video T5.L2 or solve doubts (if flip-teaching).
Explain Activity A.T5.L2.1.
|
| S2P | Activity A.T5.L2.1. IceBreaking Magic Carpet (activity factsheet in pdf) | How to turn a small carpet upside down when it is full of people that are not allowed to leave it? Answering this challenging question can be a good way of breaking the ice in a team and starting to know each other better for a future collaboration. | 25' | This activity is ideally to be developed outdoor | |
Lesson 3. Moving the conversation alongPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 3 of Topic 5. Conversation. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L3 Moving the conversation along | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T5.L3. Moving the conversation along (lesson content in pdf, video, video content in pdf) | Explanation about how to use different conversational techniques that facilitate the discussion's efficiency. | 15' |
at home (flip-teaching) or in the classroom |
Solve doubts about previous Activity T5.L2.1 Explain Video T5.L3 or solve doubts (if flip-teaching) |
Lesson 4. Follow-upPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 4 of Topic 5. Conversation. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L4 Follow-up | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T5.L4. (lesson content in pdf, video, video content in pdf) | Explanation about how to implement an efficient follow-up procedure after a conversation or a meeting takes place, so decisions taken are effectively implemented in the development of a project. | 15' |
at home (flip-teaching) or in the classroom |
Explain Video T5.L4 or solve doubts (if flip-teaching). |