2 5. Quit Talkin’! I Know What To Do! JUST THE FACTS: The purpose of this activity sto discuss the importance of understanding rections before you start a task, Partleipants will examine the pros and cons ofiferent types of ection - end decide which type of direction they are most comfortable with ané how to receive ‘that typeof direction as aften as post. & we Time 15 minutes Materials + One apy of Activity 5 foreach participant + Stop watch or watch with second hand Directions This activity can either be completed independently or in groups of two. Say: Forts activity, you wil have three minutes to complete a short quiz. 'm fing to pass out these papers and ask you to not tok at them unt say so. ‘hen say “go,” you wll have three minutes exactly to do what is asked of you on this paper, Ready, Get Set, Gol Conclusion Discuss withthe group haw they felt about this activity? Was fun, fustrating, easy, oF ctficlt? What aspects ofthe activity made i 6? What isthe moral or message of this tezon? How does this messape relate to Work? Journaling Activity Give an exampe ofa time when you realy thought you knew what you were supposed to do but did not. What happened? Extension Activity Consider all of theciferent ways directions canbe offered and how they can be callected or received. Think about people wo might have dificult reading the English language or understanding the spoken word. What are some efferent ways the instructions coud have been given to ensure EVERYONE understood? PUTTATVVVTTTAT TT TALLALSPy C heykn Activity 5. Three-Minute Quiz Read everyting before you do anything. \Write your name inthe upper top left-hand corner ofthis page. Circe the word "name in sentence to. Draw ive small squares in the upper right-hand comer: Put an X in each square you have just drawn. Puta circle around each square, ‘Sin your name under the tite ofthis page. ‘Aer the title, wets, "yes, yes, yes.” Underline sentences number seven and eight, Put an Xin the lower left-hand corner ofthis page Draw a triangle around the X you have just made, Stand up and (ual) eal ou your frst name. (nthe back ofthis page mutily 5 times 4 Draw a circle around the word “top” In sentence four, (On the reverse side ofthis paper ad the numbers 25 and 100. Count out in your nermal speaking voice fram one to 10 If you ae the Fist person to gt this fr say ME, ME, ME Using your pene, punch three small holes at the battom of this paper, If you think you have carefully followed these directions stand up, turn around and whisper, "Ihave carefully followed the directions.” "Now that you nave Mnished reacing the erections careful, do only sentences one and two. Sit quietly unt everyone ele if rishedrenee tae Next, have stucents think about how they learn bes if possble, complete a basi leaning styles assessment), Are they primaly visual leamers, auditory learners, or hands-on? kinesthetic learner? Consder ways in which you might et someone know what type of leaner you are before getting information, Think about school ora jab. Haw might you be proactive in helping a teacher or a supervisor understans how you need to be taught? ‘Share strategies with the group EDUCATION . PLANNER” —— What's Your Learning Style? The Results. Clayton Stover’ scores: You sen avstrysul erm! Cwatt komaton owe vt ale ang hi ‘Aucitory Iibmaton by tety tans on ou hve a asst rasan see Ucn aan oe ‘yeaa el ud bene yo aw aver spat nora get 1 Staynen aay ag touts. Visual 2 you a» vais, yu ny edn or eng ces Yous stu orem ye ho at yeu bet ag me nd arrmortar ny Sh Yon ie eat fot tte cassom wet nen youth echt