Transcript: Be alert and show interest in what others say Group discussion What? What did you say? I strongly object Gd Vs Debate A debate is a perfect situation for expressing intense emotions Time Management Initiation/Introduction Pardon me Could you please repeat Team skills Self confidence Conclusion Techniques Initiation techniques I suggest Initiate one only if you have in-depth knowledge about the topic at hand Take an initiative to summarize Group Discussion has turned out to be the most important recruitment tool. GD helps recruiters to find the right candidate with min time. It help companies for mass elimination. GD is not a wrestling match It is better to begin a GD by stating quotes, facts & stories Summarization/conclusion Body language Here the candidate speaks either for or against the statement How to make a good impression Here the candidate speaks both for the statement & against the statement Knowledge Let me explain Please listen to me Keep eye contact on every member of the group when you speak Ability to present your views logically I think We can start GD even from void (cc) photo by Franco Folini on Flickr Why Group Discussion? Bring out a proper solution Initiating a GD is a high profit-high loss strategy Body Expression of your point of view and respecting another's point of view GD, however, calls for a lot more maturity and logic Gd Fundas ,But Be audible Communication skills Either winning or losing I would like to share my views Contribute statements of facts wherever necessary The core Maintain a good body language Content of a GD I beg to differ with you Be natural & at your normal self Conclude only if you are confident or 'I disagree Do's & Dont's I recommend Listening ability What can i do? (cc) photo by Metro Centric on Flickr Debate Beware Do not add new points while concluding Do not stammer/ stutter/ quote wrong facts and figures Do not consume much time for concluding Make a good and attractive beginning What does Gd test you in? Be friendly and cheerful You don't understand
Transcript: First Phases Second Phase Communication Skills - Active Listening. Non Verbal Communication. Leadership. Reasoning. Ability to influence. Innovation, Creativity & Lateral thinking. Flexibility Third Phase Avoid raising new points. Avoid stating only your viewpoint. Avoid dwelling only on one aspect of the GD. Keep it brief and concise. It must incorporate all the important points that came out during the GD. If the examiner asks you to summaries a GD, it means the GD has come to an end. Do not add anything once the GD has been summarized. Introduction Body Conclusion Most GDs do not really have conclusions. A conclusion is where the whole group decides in favor or against the topic. But every GD is summarized. You can summaries what the group has discussed in the GD in a nutshell. Body of the group discussion Points to keep In mind Conclusion of the group discussion When you initiate a GD, you not only grab the opportunity to speak, you also grab the attention of the examiner and your fellow candidates If you can make a favourable first impression with your content and communication skills after you initiate a GD, it will help you sail through the discussion. When you start a GD, you are responsible for putting it into the right perspective or framework. So initiate one only if you have indepth knowledge about the topic at hand. GROUP DISCUSSION 3 Phases in GD Quotes Definition Question Shock statement Facts, figures and statistics Short story General statement Summarization Techniques Initiation Techniques Different Techniques To Initiate a GD PARAMETERS
Transcript: Ruby a. I choose Japanese as my second language. I apply cognitive strategies when I review the lesson. I practice each word’s pronunciation. Also, I would write each new vocabulary. b. To make sure I remember those new words, I would prepare a paper and try to write those words. If I can’t write some word, then I will know I didn’t really learn it. If you are now taking a foreign language, you are becoming quite aware of your own learning processes. (a) In previous language learning experiences, how overtly aware were you of factor like ” good language learner” characteristics, your own styles, and strategies you could consciously apply? (b) What would you have done differently then, knowing what you know now? (c) What can you do differently in a current language learning situation, given what you now know from reading this chapter on styles and strategies? c. After reading this chapter, I think a study group might be a good choice. In study group, we can practice conversation together or discuss those parts we don’t understand. Also, we can cheer each other up when we feel depressed to learn. Astrid & CAROL Carol a. The characteristic tend to be high in ambiguity tolerance could acquire foreign language easier to low in ambiguity tolerance. Moreover, “Field independence” people are better in writing and reading through the traditional classroom type of learning, like test and drill. However, they are relatively poor in speaking and listening because of their reflective style of learning. “Field dependence” people are reverse. Their talent in speaking and listening could be performed through the face-to-face communication of teaching method. My own style of learning are “FD”, "low ambiguity tolerance”, auditory and kinesthetic, left-brain dominance. On learning foreign language, the strategy I can consciously apply is cognitive style included repetition, note taking, imagery. The strategy I apply in communication is affective style. Answers from Group Members Elwen c. Social strategy- cooperating with others in my learning process. I should make conversation with friends. Olivia b. Because I was shy, so I would try to apply socioaffective strategies like cooperating with peers or asking teachers or foreigners for repetition, explanation and etc. c. Now I want to apply metacognitive strategies to learn new language, because I consider that self-regulated learning is quite important for language learners. By doing so, learners can take charge of the learning process and progress clearly. Group Members: 41028254Elwen 410282024 Ruby 410282009 Olivia 410282014 Lisa 410181011 Astrid 410181016 Carol Lisa Group Discussion Question 5 b. Apply them on my daily life, including writing diary or conversation to make sure I can completely know how to express properly. b&c. I would try to enhance the level of ambiguity tolerance by being brave and confident. Besides, my learning strategies have to be adjusted because what an individual can do is very limited. Socioaffective strategies must be applied because I could benefit from cooperation with getting feedback and pool information. Moreover, I have ignored the metacognitve strategies before. When a problem came up, I hope the problem could be resolved quickly. Thus, I have my strategies to resolve the problem, but fatally I was unable to achieve it because what I lack are not the strategies toward problems, but the abilities of solving problems. About my communication strategies, I would feel anxious and ashamed of wrong speaking. The emotion stand as a great and rooted obstacle to me so I think the affective strategies are most critical to me because I need to face my emotional problem. c. After reading this chapter, I think what I lacked is autonomy and taking actions. I knew that if I want to learn Spanish well I have to keep practicing but I have seldom done it . From now on, I will do more practice during the class and after the class by reviewing and listening to improve my speaking and reading skills. Lisa a. I like to learn languages through music and movies. I used to print out lyrics or writing down dialogues, trying to sing along with the music a. I am learning Spanish now with the application of metacognitive and social strategies. When in class I will try to pay full attention, and respond to teacher’s questions actively. I will also ask other classmates to figure out when I confused about what was taught. b. After this process of awareness, I found that, for now, all I have applied are all indirect strategies. Maybe I should also use some direct strategies to help me learn Spanish, such as analyzing and reasoning( cognitive strategies) and overcoming limitations in speaking and writing (compensation strategies). Ruby Question 5 a. Actually, we didn’t so overtly aware of these (…characteristics& style& strategies…) before. But we still had some ideal “good language learners” characteristics, like: paying high attention, good at thinking and associating,
Transcript: What do you think self harm is? How would you define it? Quick Video Definition of Self Harm This is a video about a person's actual account with self harm and as well as a professional perspective: Feel free to use your journal to record any thoughts and feelings about the video. What are your thoughts about the first overall session? Do you have any questions about the journals or the program? See you Thursday! Open Discussion Period Group Discussion The Mayo Clinic describes self harm "Self -injury, as called self-harm, is the act of deliberately harming your own body, such as cutting or burning yourself. Its typically not meant as a suicide attempt. Rather self-injury is an unhealthy way to cope with emotional pain, intense anger, and frustration".
Transcript: Ask me! Group discussion Learning Objective: To be active participators in group discussion To be able to identify different roles within group discussion Next lesson we will... Start to look at punctuation within our writing Pair 1 = Pete (A) and Tom (B) Pair 2 = Gavin (A) and Cameron (B) 1)Partner A - you have to ask partner B: Have you got any pets at home? 2)Partner B- you have to tell the answer to your partner. 3)Partner A- you have to tell the whole group Partner B's answer Pair 1, then pair 2 ("My partner (name) has got (3 cats) at home/has not got any pets at home") Then... Swap over so partner B asks questions, Partner A answers. Repeat this process with the following questions: 1)What is your favourite colour? ("My partner's favourite colour is...") 2)What did you eat for dinner yesterday? ("My partner ate.... for dinner yesterday") 3) Do you prefer summer or winter? ("My partner prefers..... to ...... ") Group discussion designed by Péter Puklus for Prezi When we are taking part in a discussion... What should you do in a group discussion? When you are the listener... What roles do people take in a discussion? When you are the speaker... In my case... It's important to... Focus on the person who is speaking - You will understand more if you look at the person who is talking (it also shows them that you are listening) Eye contact - this is part of focus and shows you are engaged in the discussion (this is also important if you are the speaker) Avoid fiddling with anything near you - tapping a pen, or rocking on your chair or even chatting to another person (it's really hard to be the speaker whilst people are doing these things, think about how the speaker might feel) Body language Listen carefully and choose the most appropriate answers Should they speak formally or informally for each situation? Formal...Informal? http://www.bbc.co.uk/skillswise/game/en37spea-game-say-what Put your listening skills to the test... We should be... considerate - respecting other people's right to their opinions positive - helping the conversation develop by bringing other people in balanced - helping to resolve differences that may be bringing a discussion to an end Doctor : http://www.bbc.co.uk/skillswise/game/en34type-game-casualty-challenge-doctor Nurse : http://www.bbc.co.uk/skillswise/game/en34type-game-casualty-challenge-nurse Paramedic : http://www.bbc.co.uk/skillswise/game/en34type-game-casualty-challenge-paramedic So this lesson we... Looked at why we use group discussion and what structure that can take. What are the expectations of a group discussion? TO: Tom, Gavin, Pete and Cameron Newton Abbot college , E1 Eye Contact - looking at the person who is speaking or at the person you are speaking to. This will help you and the other person to respond to what they say using your body language Direct questions at particular people - If you think someone particular would start a good discussion from your point, then try this. Also this means picking different people for different topics- not just the same person for ALL topics Suggesting that everyone listens to a quieter member of the group - some of us do not speak loudly naturally so we must all consider this person when they are speaking to the group. How would you react...? Writing Intervention You are going to make a list of items to go in a suitcase you are taking on holiday. The first person who starts says... "In my case there is a...." The next person after that must say all of the items the person before them has said before in the correct order. If you are last, that means you have to say all of the items that EVERYONE has said. During group discussion, when it is your turn try to consider the following points: Make sure you begin your answer as clearly as possible - a good starter is "I think that...." then go on to explain WHY you think that. Speak as clearly as possible - this does NOT mean loud, but make sure you are not mumbling so others cannot hear you. Think about your body language - try to send out the right message to listeners, even if you are not feeling confident, your body language can help you 'fake it 'til you make it' (e.g. nodding in agreement, or throwing up your hands in dramatic disagreement). Try to keep your answers short and sweet - Long enough to explain your point, but try not to add any information that is not linked directly to the topic. Do not interrupt someone else talking - even if you disagree, try to save your response for when it is your turn.
Transcript: Cooperative Organized Group Discussion Interactive by: Hannah Esparza with Ayden Hayes Focus
Transcript: So, what would a good solution look like? Time to throw out some problem-solvers! The End The next thing we did was brainstormed all the reasons that adjusting is difficult and agreed that is both a social AND academic issue. We easily agreed on: All the members in the group were freshmen, so we picked a problem we could relate to. Criteria Getting down to business! Solutions The Path of Our Group Discussion Set Backs On The Trip? What can be done at Fairmont State University to help students make the transition from high school to college? Based on all of our evidence, the criteria we set, and the potential solutions, we chose out final answer. Day One Defining the Problem Finally, we brought all the ideas to the table that could potentially fix the transitioning problem for freshmen. We made sure to refer to our criteria to stay on the right track. And the verdict is... Final Conclusion We then set out to lay out all the things that a good solution would fix. We dug deep into our own experiences and what we thought would really help the problem. Our group met to decide which issue we wanted to conquer.
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