Part Two: Activities

In chapters seven through eleven, the activities are designed to help students take what they’ve learned in this chapter, combine it with the knowledge they acquired across the first five chapters, and apply the lessons to their final project. As always, you can decide which (and how many) activities you’d like students to complete.

Good Communication:

Summary: Students will explore good communication techniques.

Objective: The objective of this activity is to have students reflect on and apply what they’ve learned in this chapter by analyzing how others communicate. By the end of the activity, students will be able to reference examples of effective communication, acquiring additional ideas to help them with their final project and in life.

Skills:

• Communication
• Analysis
• Critical Thinking
• Research

Instructions:

1. Reflecting on their final project, have students find two examples in the media of the idea/issue they’re tackling. Encourage students to use different media sources when searching for examples.
2. When students have found their examples, have them answer the questions listed in the activity.
3. Next, students will explore the Podcast Pool and select two interviews. After listening to the podcasts, students will analyze the communication styles used by the interviewees, answering the questions listed in the activity.
4. Finally, you can choose to have students write their own press release for their final project, giving them an opportunity to apply what they’ve learned.

Assessment: 

• Class participation and engagement in the activities
• The quality of the examples chosen for analysis
• The quality of the answers and the use of critical thinking skills in parts one and two of the activity
• The application of lessons learned in part three of the activity

The Art of Conversation:

Summary: In this activity, students will learn that good consultation is just good communication, and they will have the opportunity to apply what they’ve learned to help them evolve their final project.

Objective: The objective of this activity is to have students learn how to have thoughtful, reasonable and open-ended conversations. Students will learn more about the art of the conversation, how to ask good questions and why good consultation is really just the application this lesson. By the end of this activity, students will know how to consult with those who might be impacted by their idea, and understand why considering the perspectives of others matters.

Skills:

• Communication and conversation
• Open-ended inquiry
• Empathy
• Listening
• Relationship-building
• Consultation

Instructions:

1. Begin by introducing what constitutes a good conversation, overviewing the techniques listed in the activity.
2. Now, using the ideas presented in the activity, walk students through why consultation matters and what good consultation looks like.
3. After the students are clear on how to conduct both a good conversation and a good consultation session, have them research what stakeholders may be impacted by the idea/focus of their final project.
4. Instruct students to reach out to the various stakeholders they want to consult and have them set-up a virtual conversation to get the opinions of those they think will be impacted by their idea. Remind students that they may not hear back from these individuals, but attempting to consult stakeholders still matters.

Extension Activity:

1. Have students get into small groups and assign a stakeholder role to each member (conservation group, Indigenous leader, developer, recreational organization, local business, etc). If needed, state the position that the stakeholder should take during the consultation simulation exercise.
2. Within their groups, students will outline their final project and the rationale behind it.
3. Give the ‘stakeholders’ some time to do a bit of research and prepare their response, allowing them to decide whether they agree, disagree or need more information on what’s been presented.
4. Encourage each ‘stakeholder’ to state their opinion on the idea being discussed. Have them ask questions, provide feedback and/or offer recommendations.
5. Make sure the presenter answers any questions and addresses any stakeholder concerns.
6. Once every ‘stakeholder’ has had their say, allow the groups discuss the consultation simulation process and decide on the most important lessons learned.

Assessment: 

• Participation, engagement and comprehension of the concepts discussed
• Completeness of the researched stakeholder list
• Professionalism and clarity in the consultation request email
• Quality and relevance of the interview questions that will be used in the consultation session
• Reflections on the consultation process

Networking:

Summary: Students will organize and host a networking event.

Objective: The objective of this activity is to help students learn how to network effectively and gain the needed self-confidence to be a better networker, now and in the future. Students will organize and host a networking event and practice their networking skills with other students from across the school or, possibly, with members of the community.

Skills:

• Communication
• Relationship building
• Self-confidence
• Organization

Instructions:

1. Explain to students, using the ideas listed in the activity, that networking is an essential part of building relationships and advancing career goals.
2. Tell students that they will practice their networking skills in a fun and interactive way by hosting a networking event.
3. Decide on the formality of the event the class will organize, and whether it will be held in or out of school. Choose an appropriate venue based on the size of the group that will be invited. Be sure to determine the dress code and whether you will be serving food or refreshments (if budget and time allows).
4. Decide on the format for the event. Will there be a speaker or MC to start the event? Will students sit down with one another and rotate (speed dating style)? Will students break into smaller groups, and then rotate to different groups?
5. Ensure that students understand what they will be talking about during the event. Ask students to come prepared to talk about their interests and career goals. Encourage them to share what they’re passionate about and what they hope to achieve in the future.
6. If the participants don’t all know each other, make sure there are name tags available.
7. Remind students to follow-up with their new connections after the event, so that they understand relationship-building is an ongoing process.
8. Conclude the activity by facilitating a class discussion on the lessons learned, highlighting your observations from the event.

Assessment: Assess students based on their engagement and participation in the activity, as well as by observing the networking event itself.

Interview Skills:

Summary: Students will learn about and practice their job interview skills.

Objective: The objective of this activity is to help students understand why interview skills matter. Students will practice what they learn, conducting fictional job interviews with a peer. By the end of this activity, students will have improved their interviewing and communication skills.

Skills:

• Communication
• Critical thinking
• Self-confidence

Instructions:

1. Begin by introducing why interview skills matter and what makes for a good job interview, covering the ideas presented in the activity.
2. As a class, decide on a fictional job, possibly using themes covered in the class or by selecting a job posting from your community.
3. Have students take 15 minutes to research the job, as both the interviewer and interviewee. They will create a series of questions they want to ask as the interviewer and reflect on possible answers as the interviewee. Sample questions provided in the activity can be referenced as a guide.
4. Set up your classroom so that there is a table and two chairs ready for each interviewer and interviewee to talk to one another. The class will then be divided in two – one half will do the interviewing and the other half will be interviewed.
5. Have students conduct their job interviews for 10 minutes and then have them switch roles.
6. This activity should be repeated at least twice so that students understand how different personalities can change the tone of a job interview.

Assessment: Assess students based on their engagement and participation in the activity, as well as by observing the fictional interviews, determining how they apply lessons learned.

Interview an Expert:

Summary: In this activity, students will interview an expert that relates to their final project’s topic.

Objective: The objective of this activity is to help students develop their interview and conversation skills, not only to aid them with their final project, but also to equip them with tools for their future. This activity will allow students to go through the entire interview process, including contacting the expert, preparing the interview questions and following-up/thanking the expert. By the end of this activity, students will have developed skills that can be used in post-secondary research pursuits, job interviews and as part of networking opportunities.

Skills:

• Communication
• Research
• Networking
• Self-reflection
• Time management
• Critical thinking

Instructions:

1. Begin the activity by introducing the importance of interview skills, using the ideas outlined in the activity. Discuss how interviews can help individuals become better communicators, researchers, networkers and reflective thinkers.
2. Ask students to identify potential experts they can interview on a topic related to their final project. Encourage them to search media articles, university publications, government agencies, business listings, social media and other sources to find an expert.
3. Once students have selected an expert, have them prepare an introductory email, using the suggestions listed in the activity.
4. Instruct students to research the expert they will be interviewing, preparing five to ten questions that will help them with their final project, using the suggestions listed in the activity.
5. Remind students to record the interview (if possible), to have all materials at the ready on interview day, and to thank the expert before and after the interview.
6. Have students reflect on what they discovered through the interview, encouraging them to refine or add to their project based on what they uncovered. It might be helpful to instruct students to create a transcript of the conversation so they can see and highlight important information that surfaced.
7. Facilitate a class conversation after the interviews have all taken place to discuss what students learned and how they might apply these lessons in the future.

Assessment: Assess students based on their level of preparatory research, the quality of their questions, and the effectiveness of their follow-up. Additionally, you can have students reflect on what they learned in this activity.