Social Communication Skills for Work and Independent Living
Created byKay Topp
2 views0 downloads

Social Communication Skills for Work and Independent Living

Grade 12Other11 days
This project focuses on equipping students with essential social communication skills necessary for workplace success and independent living. Through activities like analyzing mock interviews, role-playing workplace scenarios, and simulating shared living situations, students learn professional email etiquette, conflict resolution, and friendship-building strategies. The project culminates in a portfolio showcasing their ability to communicate effectively, make requests, and resolve conflicts, preparing them for a successful transition into the workforce and independent living. Students reflect on their progress and identify areas for personal growth.
Workplace CommunicationConflict ResolutionSocial SkillsIndependent LivingEmail EtiquetteRole-PlayingFriendship Building
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we learn to communicate well so we can succeed at work and live on our own?

Essential Questions

Supporting questions that break down major concepts.
  • What are good ways to talk to people at work?
  • How can I ask for what I need at work?
  • What social skills do I need to live on my own or with others?
  • How can I make friends at work and at home?
  • How can I solve problems with others?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • I will talk to people the right way at work.
  • I will ask for what I need at work.
  • I will learn how to get along with people at home or in a group home.
  • I will make friends at work and at home.
  • I will figure out how to solve problems with other people.

Entry Events

Events that will be used to introduce the project to students

The 'Awkward Interview' Analysis

Students watch a mock interview video where the candidate makes several common social communication errors. After viewing, students analyze what went wrong and how the candidate could have improved their interactions. This activity sparks discussion about the importance of these skills in a professional environment.

Social Communication Mythbusters

Begin with a 'Social Communication Mythbusters' activity where students explore and debunk common misconceptions about social interactions. For example, 'Always agree with your boss' or 'Never show emotions at work.' This helps challenge conventional thinking and encourages students to critically evaluate social norms.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Email Etiquette Essentials (Easy Version!)

Students will learn and practice professional email etiquette with simplified instructions and visual supports. They will draft emails for various workplace scenarios using templates and examples.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss why professional emails are important at work, using simple language and visuals.
2. Show examples of good and bad professional emails using color-coding (e.g., green for good, red for bad) to highlight key elements like subject lines, greetings, body text, and closings. Provide email templates with fill-in-the-blanks.
3. Give students workplace scenarios (e.g., requesting time off, asking for help with a task, or telling a supervisor about a delay). Use pictures or symbols to represent each scenario.
4. Have students use the email templates to write emails for each scenario. Focus on keeping it short and using a professional tone. Provide sentence starters.
5. Students exchange emails with a partner and use a simple checklist with pictures to give feedback.
6. Students use the feedback to make their emails better and then turn them in.

Final Product

What students will submit as the final product of the activityA portfolio of professional emails drafted for different workplace situations, demonstrating proper etiquette and clear communication, with simplified templates and visual supports.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: "I will talk to people the right way at work" by focusing on professional communication scenarios. It is modified to be more accessible for students with special needs, providing clear, step-by-step instructions and visual aids.
Activity 2

The Request Role-Play

Students participate in role-playing activities to practice asking for assistance or clarification at work. Each student will take on different roles (e.g., employee, supervisor, coworker) and act out various scenarios requiring them to make specific requests.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the importance of clear and respectful communication when asking for help or clarification at work.
2. Provide students with a list of workplace scenarios requiring them to make requests (e.g., asking for help with a difficult task, requesting clarification on instructions, asking for feedback on their work).
3. Divide students into groups and assign roles for each scenario.
4. Students rehearse and perform the role-playing scenarios, focusing on using clear language, maintaining a professional tone, and being respectful of others' time and workload.
5. Record the role-playing scenarios for later review, or have students perform live for the class.
6. Provide constructive feedback on each performance, focusing on areas for improvement.

Final Product

What students will submit as the final product of the activityA video recording or live performance of role-playing scenarios, showcasing effective communication strategies for making requests in the workplace.

Alignment

How this activity aligns with the learning objectives & standardsCovers the learning goal: "I will ask for what I need at work" by role-playing requests in a professional setting.
Activity 3

Shared Living Simulations

Students will participate in simulations of common shared living scenarios to practice conflict resolution and cooperation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of shared living and discuss the challenges and benefits of living with others.
2. Present students with common scenarios encountered in shared living environments, such as disagreements over chores, noise levels, or use of shared spaces.
3. Divide students into small groups and assign roles for each scenario.
4. Students act out the scenarios, attempting to resolve conflicts in a respectful and constructive manner.
5. After each simulation, facilitate a debriefing discussion, focusing on what worked well, what could have been improved, and how to apply these lessons in real-life situations.
6. Students write reflective journal entries detailing their simulation experiences and insights on conflict resolution and personal growth.

Final Product

What students will submit as the final product of the activityA reflective journal detailing the simulation experiences, including insights on conflict resolution strategies and personal growth.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: "I will learn how to get along with people at home or in a group home" by simulating shared living situations.
Activity 4

Friendship First Impressions

Students will develop and practice personal introduction strategies to make new friends at work or in social settings.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the importance of making friends at work and in social settings, and the benefits of having a strong social support network.
2. Brainstorm different strategies for making new friends, such as initiating conversations, joining clubs or groups, and showing genuine interest in others.
3. Students create their own personal introduction strategies, focusing on highlighting their strengths, interests, and approachability.
4. Students practice their introduction strategies with each other, providing constructive feedback.
5. Students record themselves delivering their introduction strategy in a video, or prepare to present it live to the class.
6. Students present their introduction strategies and receive feedback from the class.

Final Product

What students will submit as the final product of the activityA presentation (video or live) demonstrating their personal introduction strategy, highlighting their strengths, interests, and approachability.

Alignment

How this activity aligns with the learning objectives & standardsCorresponds to the learning goal: "I will make friends at work and at home" by designing and presenting personal introduction strategies.
Activity 5

Conflict Resolution Toolkit

Students will engage in structured problem-solving exercises to develop strategies for resolving conflicts with others. They will use a step-by-step approach to identify problems, brainstorm solutions, evaluate options, and implement a plan.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce a structured problem-solving approach, such as the IDEAL model (Identify, Define, Explore, Act, Look Back).
2. Present students with a variety of conflict scenarios that may arise at work or in shared living environments.
3. Students work individually or in small groups to apply the problem-solving approach to each scenario, documenting their steps on a worksheet or case study template.
4. Students share their problem-solving strategies and outcomes with the class.
5. Facilitate a discussion on the effectiveness of different strategies and the importance of considering multiple perspectives.
6. Students reflect on their own problem-solving skills and identify areas for improvement.

Final Product

What students will submit as the final product of the activityA portfolio of problem-solving worksheets or case studies, documenting the steps taken to resolve conflicts and the outcomes achieved.

Alignment

How this activity aligns with the learning objectives & standardsDirectly supports the learning goal: "I will figure out how to solve problems with other people" through structured problem-solving exercises.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Communication and Social Skills Development Rubric

Category 1

Professional Email Etiquette

Evaluates the student's ability to draft clear, concise, and professionally toned emails suitable for the workplace.
Criterion 1

Email Structure and Content

Assesses the organization, clarity, and appropriateness of the email's subject, greeting, body, and closing.

Exemplary
4 Points

Email is exceptionally well-organized with clear, concise, and appropriate content throughout. Subject line, greeting, and closing are professional and effectively meet workplace standards.

Proficient
3 Points

Email is well-organized with mostly clear and appropriate content. Subject line, greeting, and closing generally meet workplace standards.

Developing
2 Points

Email structure is present but inconsistently organized. Some content may be unclear or less appropriate for professional standards.

Beginning
1 Points

Email lacks clear organization and contains multiple inappropriate elements not suitable for a professional audience.

Criterion 2

Tone and Professionalism

Evaluates the use of a professional tone and respectful language suitable for workplace communication.

Exemplary
4 Points

Displays an exceptional level of professionalism. Language is respectful, clear, and entirely appropriate for any workplace setting.

Proficient
3 Points

Demonstrates a generally professional and respectful tone with few lapses. Language is mostly appropriate.

Developing
2 Points

Shows some awareness of professional tone; however, language may occasionally be too informal or unclear.

Beginning
1 Points

Rarely uses a professional tone. Language is often inappropriate or unclear for the professional environment.

Criterion 3

Feedback Implementation

Assesses the student's ability to use feedback to enhance their email drafts.

Exemplary
4 Points

Implements feedback thoroughly to significantly enhance email quality, showing marked improvement from initial drafts.

Proficient
3 Points

Uses feedback effectively to improve emails, addressing most suggestions.

Developing
2 Points

Attempts to use feedback but improvements are minimal or incomplete.

Beginning
1 Points

Shows little evidence of using feedback to make improvements.

Category 2

Effective Request-Making

Assesses the ability to make requests clearly and respectfully in a professional setting through role-playing.
Criterion 1

Clarity and Respectfulness of Requests

Evaluates the clarity of communication and respect shown when making requests.

Exemplary
4 Points

Requests are exceptionally clear, concise, and respectful, demonstrating high-level communication skills.

Proficient
3 Points

Most requests are clear and respectful with minor issues in one or more areas.

Developing
2 Points

Requests are occasionally unclear or lack full respectfulness, impacting effectiveness.

Beginning
1 Points

Requests lack clarity and/or respect, often failing to effectively communicate needs.

Criterion 2

Role-Play Performance

Assesses participation and execution in role-play scenarios to practice request-making.

Exemplary
4 Points

Demonstrates excellent role-play skills with full engagement and realistic portrayal, enhancing the learning experience for all.

Proficient
3 Points

Participates actively in role-play with realistic execution; minor improvements needed for maximal effectiveness.

Developing
2 Points

Participates with basic execution, but realism or engagement may be limited.

Beginning
1 Points

Limited participation with significant gaps in engagement or realism of portrayal.

Criterion 3

Feedback Utilization

Measures the ability to incorporate feedback from peers and instructors to improve role-play scenarios.

Exemplary
4 Points

Effectively applies feedback to substantially improve role-play performance, demonstrating considerable growth.

Proficient
3 Points

Incorporates feedback well, making noticeable improvements to performance.

Developing
2 Points

Attempts to use feedback with varying degrees of improvement.

Beginning
1 Points

Little evidence of feedback being incorporated into performance.

Category 3

Conflict Resolution and Cooperation

Evaluates skills in resolving conflicts and cooperating effectively in shared living scenarios.
Criterion 1

Conflict Resolution Strategies

Assesses the ability to apply strategies for resolving conflicts effectively.

Exemplary
4 Points

Employs highly effective conflict resolution strategies, leading to successful and constructive outcomes.

Proficient
3 Points

Uses effective conflict resolution strategies with occasional need for refinement.

Developing
2 Points

Applies basic strategies, with mixed success in effectively resolving conflicts.

Beginning
1 Points

Uses minimal or ineffective strategies with limited success in resolving conflicts.

Criterion 2

Reflective Practice

Evaluates the depth of reflection on conflict resolution experiences and personal growth.

Exemplary
4 Points

Demonstrates deep, insightful reflections, showing substantial understanding and personal growth in conflict resolution skills.

Proficient
3 Points

Provides clear reflections with understanding of personal growth areas; minor depth enhancements needed.

Developing
2 Points

Reflects on experiences with basic understanding but lacks depth and detailed insight.

Beginning
1 Points

Limited reflection with little evidence of deep understanding or personal growth insights.

Category 4

Friendship-Building and Social Skills

Assesses the ability to develop strategies for making friends and building social networks.
Criterion 1

Development of Introduction Strategies

Evaluates the creation and effectiveness of personal introduction strategies used for making friends.

Exemplary
4 Points

Creates and demonstrates highly effective introduction strategies that showcase a strong understanding of social engagement.

Proficient
3 Points

Develops effective introduction strategies that work well in most social scenarios, with minor enhancements possible.

Developing
2 Points

Introduction strategies are basic and work inconsistently across different settings.

Beginning
1 Points

Strategies are underdeveloped and often ineffective in various social contexts.

Criterion 2

Presentation of Strategies

Assesses the ability to effectively present personal introduction strategies, either live or recorded.

Exemplary
4 Points

Presents strategies engagingly and effectively, capturing the audience's attention and reflecting deep understanding.

Proficient
3 Points

Delivers presentations effectively with minor engagement or clarity enhancements needed.

Developing
2 Points

Presents with basic clarity; engagement may vary, requiring further development.

Beginning
1 Points

Presentation lacks clarity or engagement, needing significant improvement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How much better are you at talking to people at work now compared to when we started? (1 = Not at all better, 5 = Very much better)

Scale
Required
Question 2

What was the hardest part about learning to solve problems with others? What did you do to help yourself?

Text
Required
Question 3

When you pretended to live with others, what did you learn about yourself?

Text
Required
Question 4

Which activity helped you the most: emails, role-play, living together game, making friends, or solving problems? Why?

Multiple choice
Required
Options
Email Etiquette Essentials (Easy Version!)
The Request Role-Play
Shared Living Simulations
Friendship First Impressions
Conflict Resolution Toolkit
Question 5

How sure are you that you can make new friends at work or when you are out? (1 = Not at all sure, 5 = Very sure)

Scale
Required