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5.
Model the skill.
- Use
teachers, instructional assistants and competent students
to role play.
- Use
student models that are perceived as important and successful.
- Negative
examples can help students see avoidable consequences.
- Model
use of the "think aloud" process to demonstrate
cognitive steps.
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6.
Students role play the skill and engage students with real life situations
using technology.
- Use
role play examples from students' own experiences: phone
calls, emails, etc.
- Carefully
consider whether the students need to role play negative examples-unlikely.
- Assign
observers to watch for specific behaviors and evaluate performances
on videotape?
- Provide
coaching to prompt appropriate responses (written
on overhead projector).
- Students
can play reversed roles in role play and
take digital photographs of the activity.
- Have
a selected student make response shown via TVator
using computer/TV, i.e. completing appointment forms, sending
email, writing a letter, etc.
- Use
puppets or "phones" at desks if out-of-seat participation
should be minimalized.
- Use
digital pictures in extension activities, such as
HyperStudio stacks and other computerized worksheets.
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