Welcome to the educational program Guidelines for Improving Communication. This program will help you to understand the changes in communication associated with Alzheimer’s disease, why good communication skills are critical for good caregiving, how to use these principles and strategies for improving communication with someone with dementia, and how to create environments that help communication.
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We hope that you enjoy this program and find it useful in helping both yourself and those you care for. There are no easy answers when it comes to the care of another, as every situation and person is different. In addition, every caregiver comes with different experiences, skills and attitudes about caregiving. Our hope is to offer you useful information and guidelines for caring for someone with dementia, but these guidelines will need to be adjusted to suit your own individual needs. Remember that your life experiences, your compassion and your inventiveness will go a long way toward enabling you to provide quality care.
Let’s get started.
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For those with Alzheimer’s disease, the capacity to understand language and to express thoughts, emotions and needs becomes more difficult as the disease progresses. They may not be able to understand what you are saying or only be able to grasp part of it. They may have difficulty finding a word and say a related word instead of the one that is forgotten. They may even talk fluently but not make any sense, or repeat the same phrase or word without meaning or purpose. They also lose their reading and writing skills.
Because of memory loss, those with dementia may not be able to talk about recent events or people they have recently met. Distant memories typically remain intact until the later stages, but eventually, even old memories and family members may be forgotten. Therefore it may be difficult for them to respond to questions such as, who is this, where are you, or what did you do last week?
Lastly, they lose conversational social skills and so may respond inappropriately by interrupting or ignoring other speakers.
Goals of Communication
Let’s discuss why good communication skills are important by reviewing the goals of communicating with those with dementia.
One goal is to assist the individuals with functioning and performing activities of daily living, such as bathing, dressing, and eating.
A second goal is to gather information about their needs or wants. Caregivers must know the individuals well and be very perceptive and patient with their attempts to communicate.
It is also important to monitor how they are feeling and check for any pain or discomfort.
Caregivers should also try to protect those with dementia and provide them with support. When someone feels confused or overwhelmed, the caregiver may have to help that person to understand what’s going on. This can be done by simplifying things and providing information so that the individual can respond appropriately. Or some situations may require that the caregiver speak on someone’s behalf based on what that person most likely would have wanted to say.
Another important job for caregivers is to help people with dementia remain connected to the world. Without caregivers who can provide links to the world, those with dementia can eventually lose connections to their environment, their past, their friends and family, and even their own sense of self.
Principles of Good Communication
Good communication skills are based upon some basic principles of communication. The first principle is to show respect. You can do this by addressing individuals by their preferred names and/or titles and by using good manners. People learn about good versus bad manners in early childhood and those memories tend to persist into the later stages of dementia. Therefore people with dementia can usually appreciate good manners, so try to say please and thank you, as you would when speaking to anyone else. Do not talk down to those with dementia or treat them like children. Instead, keep the conversation simple, but at an adult level. Avoid using eldertalk, which is similar to baby talk or the use of a high pitched, sing-song tone of voice. inviting individuals to participate in something rather than demanding that they do it. In addition, if individuals with dementia are in the room, do not discuss them with others as if they are not present, even if you think they do not understand. In conversation, it’s best to avoid topics that you know can trigger difficult behaviors. If the topic is unavoidable, try approaching it in different ways or in different settings that may be more relaxing. Be sensitive to the early signs of agitation and difficult behaviors. This includes paying attention to people’s feelings and emotions rather than their words. There may be signs in their body language or mannerisms that may immediately precede problem behaviors. If you see the early signs, try to back off or divert their attention onto another subject. Keep in mind that words are not the only form of communication. It is very important to effectively use non-verbal forms of communication, such as facial expressions, tone of voice and body language to convey how you feel. This is especially important when someone is having difficulty understanding the conversation. A smile, a gentle touch and a kind voice can express so much more than words.
Caregiver’s Attitude and Approach
First, have a good sense of humor. Laughter is a great way to overcome a difficult situation or distract someone from negative thoughts or behaviors. Smiling and laughing will also help everyone feel better.
Keep and show a positive attitude. Try to focus on the positives, and pose things in a positive way. Show a positive attitude in your facial expressions, body language, and tone of voice, as your emotional tone can convey more meaning than the actual words you use.
Approach caregiving as a collaborative effort between the caregiver and the care recipient. Communicate as if everyone is an important member of a team. Everyone likes to feel important and needed. So treat those with dementia as if they can make valued contributions. Let them know that their remaining abilities are useful and appreciated. Try to encourage and help them to contribute. For example, if you ask someone to participate in an activity, such as folding laundry, communicate the request in such a way that the person’s participation is of value. “ I could really use your help with the laundry. You always do such a nice job with folding the clothes!”
When challenges arise, try to find productive solutions that involve the whole team, including the person with dementia.
Use a non-judgmental approach. Try not to judge or blame the person for negative behaviors and challenging situations. Remember that the disease is causing the change in personality and loss of abilities.
Remain open-minded and learn about cultural differences that may affect communication, such as language, symbols, and physical contact.
Lastly, give priority to the person’s wants or needs.
Case Study 1
Let’s begin with a case study about communication issues between Robert and Sally, Robert’s caregiver during the day when his wife is not home.Why did Robert fail to follow Sally’s instructions?
- A. Sally did not get Robert’s attention before starting to speak.
- B. Sally assumed that Robert knew where the bathroom was.
- C. Sally gave too many instructions at once.
- D. Sally left without seeing if Robert understood the instructions or needed assistance.
- E. All of the above.
Case Study 1 Answers:
Choice A: “Sally did not get Robert’s attention before starting to speak” is an excellent choice.
Although the Sally addressed Robert politely and used his proper name, she should not have assumed that the person was paying attention and listening. Communication requires that the individuals pay attention to one another. The caregiver should always make a conscious effort to get the person’s attention. Aging can also reduce the sense of hearing, so getting someone’s attention before speaking is very important.
Choice B: “Sally assumed that Robert knew where the bathroom was” is also a great choice.
Dementia can affect people’s navigating abilities and their orientation. Even if Robert has been to the bathroom a thousand times, he may not be able to remember where it is. Do not assume that someone with dementia remembers things, as memory can fluctuate from day to day.
Choice C: “Sally gave too many instructions at once” is a very good answer.
Dementia can limit the ability to process information, so handling multiple instructions or trying to decide among multiple choices can be very confusing. Giving multiple instructions at one time can reduce the chances of having any of them followed. To help prevent this from happening, give instructions using simple sentences with no more than one or two directions at a time.
Choice D: “Sally left without seeing if Robert understood the instructions or needed assistance” is another excellent answer.
Part of good communication includes checking to make sure that the person understands what you say and is able to follow your instructions.
Choice E: Because Choices A through D are all good answers, Choice E, “all of the above,” is the best answer.
Guidelines for Better Communication
Here are some guidelines and tips for improving communication. First, make sure that the person is paying attention to you. To get someone’s full attention, face the person and maintain eye contact while speaking and when listening. When communicating, always try to be at eye level with the other person rather than standing above them. If the person is standing, you should be standing. If they are sitting, you should be sitting. And stay in one place, so that the person is not distracted by trying to follow your movements.
Watch as well as listen. People with dementia sometimes pretend to understand in order to hide their confusion. Even if they say that they understand what is being said, watch to see if what they do demonstrates understanding.
Remember that good communication is a two-way exchange. Speak slowly and clearly with a pleasant tone of voice. Your tone of voice and emotional tone can convey more than words, particularly during the later stages of the disease when verbal understanding may be limited. Use body language such as facial expressions, pictures, and gestures to convey your message.
If people are having difficulty holding up their part of the conversation, try to help them to participate. Try to help find the words that they may be having a hard time remembering. Or ask them to explain in a different way. Offer clues about how they can answer questions if necessary.
Demonstrating, pointing, showing, and touching objects and pictures may help with memory and understanding. Orient the person by combining both verbal and physical cues about who, what, when, where, and why into your conversation. Show the person where to find things, such as the bathroom or household objects. Use body language and verbal cues to help the person focus on the conversation. You can make this into a fun shared activity.
Guidelines for Better Communication (Continued)
Try to avoid topics or phrases that point out the person’s memory problems, such as, “remember when?” Remember that memory can fluctuate from day to day and even moment to moment. Try talking about events that are likely to be remembered, such as more distant memories, or everyday things like the weather. Another way to help the person remember things is not to rush while communicating. Allow plenty of time for the other person to comprehend and respond. You should also avoid pointing out errors, arguing, criticizing, scolding, or embarrassing the person. Trying to reason with someone with dementia is often frustrating and pointless, especially in the later stages of the disease. Offer reassurance rather than correcting them. Another good idea is to focus on one topic at a time by providing continuity. This is achieved by staying on the same topic without changing focus too often. If the topic needs to be changed, provide direction to the new topic. In general, keep sentences short, simple and direct. If the person is having trouble understanding you, try using easier words and concepts. Use nouns and names rather than using “he “ or “she.” For example say, ‘Your daughter, Nancy, is coming for a visit,’ rather than, ‘She is coming for a visit.’ You should use the most important word last when speaking since people tend to remember the last word best. Lastly, use empathy and validation to focus on the person’s feelings. If the person is frustrated, upset, or sad, use phrases such as, “I understand you are upset,” or, “I’m sorry you are feeling sad,” to provide comfort rather than criticizing or dismissing the feelings. Carefully observe the emotions, behaviors, and the environment to reflect back to the person what you believe is going on. This lets others know that you care about their feelings.
Case Study 2
Effective Communication Skills
Let’s look at some of the effective communication skills that Sally, used.
First, she slowly approached Robert and called him by his preferred name, Dr. Jones. Caregivers should know how individuals prefer to be addressed.
Next, she stated what she believed Robert was trying to communicate. She saw that Robert wanted to go out and heard that he needed to go to the office. Sally tried to make it clear that she understood by saying: “I understand that you want to go to your office to work.”
This is called rephrasing, which lets others know that you have understood what you have heard and seen, and validates the speaker and the message. Knowing about the person’s personal history can help the caregiver better understand what the person is trying to express.
Asking questions such as “who, what, where, when, or how” are good in appropriate situations. It is best to avoid using “why” questions, as they can come across as being critical of the person’s behavior. Be aware that in the middle and late stages of dementia, people may have difficulty answering too many questions.
Sally then restated Robert’s words back to him by saying, “But the door is locked.” This strategy is called reflecting, which lets the person know that you are paying attention and acknowledging their words.
Sally also acknowledged the emotional expressions on Robert’s face and his body language by stating that he looked worried. This is called matching the emotions with words.
Additionally, she displayed reinforcing behaviors with her smiles and gentle touch.
Lastly, she used a strategy called reminiscing, which redirected or distracted Robert and helped to reduce his distress by asking questions about something that he would remember from his past, such as his office.
In order to increase the likelihood of successfully completing an activity, it is important to give clear, easy instructions and to simplify tasks. When giving instructions, break down the activity into one or two simple steps at a time. As the disease progresses, you should break down activities into smaller, simpler parts. Focus first on familiar tasks and then encourage the person to practice new skills by giving specific, simple instructions in a pleasant voice. For example, rather than telling someone to get dressed, ask the person to put on a shirt. After that is done, ask the person to put on pants, and so on with each article of clothing. Be positive and supportive by paying attention and being there to help when needed.
You may have to demonstrate steps for people, or assist them in what steps you need them to do, but don’t ever force a step. A good way to keep steps moving along is through the use of chaining, or linking activities together so that one action prompts the next action. One way to chain is to break tasks into a sequence of actions that lead to task completion, treating each action in the sequence as an independent activity and assisting the person in performing each activity. For example breaking down getting dressed by each article of clothing. Another way to chain is to put sets of related tasks together to provide a regular, consistent situation. For example, washing hands before a meal.
If coaching is needed, try gentle hand-over-hand guidance, which involves putting your hand over the person’s hand to guide them as you complete an activity together.
You can also use cuing and prompting to help the person recall the needed behavior. Cuing involves giving a verbal or non-verbal clue for doing an activity. An example of cueing would be to place a spoon in the person’s hand to cue that person to eat.
When asking questions, keep in mind that some types of questions are easier to manage for persons with dementia than others. First, try to ask easy questions that require yes or no responses. If there are choices involved, limit the number of choices to two or three if possible, presenting one option at a time.
If the person has significant memory loss, try to provide information rather than asking for it, as asking too many questions may set them up for failure.
It is also best to avoid using why questions, because they often come across as being critical of the person’s behavior.
When asking about the person’s well-being, whether it be physical, mental, or emotional, try using the unfolding technique. To use the unfolding technique, start by asking the person whether they have a particular symptom or feeling. If the person answers “no,” then ask about another symptom or feeling. If the person answers “yes,” then ask about the frequency and severity of the symptom. For example, first ask the person, “Have you been feeling anxious? If the answer is “yes,” then ask the person to estimate how intense the anxiousness feels. Then ask how often the person feels anxious. After you have “unfolded” a clear picture about a particular symptom, move onto another symptom, such as pain. This manner of asking questions allows you to gather information in an efficient manner.
Creating a Communication-Friendly Environment
Visual changes can impair communication. The visual changes associated with aging can cause difficulty with seeing details, such as facial expressions, reading small print, distinguishing colors, accommodating to lighting changes, and seeing in glare or backlighting. These difficulties often lead to the misinterpretation of the visual environment.
Some strategies for improving communication with those with visual problems include reducing the glare from lights and providing extra light on detailed tasks. Try to use stark color contrasts. Also, try to avoid standing in backlighting or in shadows when you are talking to someone, making sure that your face is easy to see and that you are directly facing the person. Provide handheld magnification and eyeglasses if necessary, and make sure that they are clean and free of smudges. Eyeglasses should have a proper fit and be placed on the face correctly.
Remember that following instructions may take longer, so allow for plenty of time with everything. The visually impaired also need extra time to adjust to changes in lighting, so if you are going to turn a light on or off, tell the person before you do so, and provide time to adjust to the change.
Communicating with the Hearing-Impaired
Hearing changes associated with aging often occur gradually and can cause difficulties with communication. Hearing loss can also reduce a person’s physical, functional, emotional, and social well-being.
Some strategies for communicating with the hearing-impaired include making sure that you have the person’s full attention before speaking. A gentle touch to the arm works nicely. Also, make sure that you are directly facing the person and not standing behind them, or covering your mouth when speaking. Make sure to lower your voice pitch and speak slowly and distinctly. Never shout at the person, as it does not help them to understand and may even cause them to become agitated. In addition, shouting increases the pitch of the voice, which actually makes it more difficult to understand. Reduce or remove any background noises and distractions and make sure that any hearing aids are properly working. This includes checking the batteries and the sound level. Make use of non-verbal body language like gestures and facial expressions to help convey meaning.
Lastly, match the content of your message to the environment in which you deliver the message. For example, you should ask whether the person has had a bowel movement while you are both in the bathroom, but not while in the dining room.
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Written by: Linda R. Phillips, R.N., Ph.D., F.A.A.N. (UCLA School of Nursing)
Edited by: Mindy J. Kim-Miller, MD, PhD (University of Chicago School of Medicine)
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Ultimate Guide to Play-Based English Learning in the Home Literacy Environment (HLE)
There’s two Play-Based English Learning articles for this. Click here for the first article.
The first article investigates the concept of the Home Literacy Environment (HLE) for English Learning and its impact on a child’s literacy development, specifically focusing on children at high risk of dyslexia. HLE, which includes activities like reading storybooks and teaching letter-sound relationships, plays a significant role in fostering early literacy skills. The study highlighted the role of socioeconomic status and parental literacy instruction in HLE, indicating that while there are differences in storybook exposure between risk groups, these are largely accounted for by socioeconomic differences. However, other factors like parental education and sibling presence also play a role. Direct parental literacy instruction didn’t show significant differences between the family-risk and control groups, suggesting that cultural and other factors, such as the school-starting age, may influence these results.
The second article explores the concept of Play-Based English English Learning in the HLE. This strategy leverages games, role-play, storytelling, and other interactive activities to help children acquire English language skills. The guide emphasizes the benefits of play-based learning in enhancing language skills, building vocabulary, encouraging creative thinking, and developing social and emotional skills. Parents and caregivers play a crucial role in facilitating play-based learning by creating an enriched environment, engaging in role-playing activities, storytelling and reading play, and game-based learning. Despite possible challenges, play-based learning can effectively foster English language acquisition in a fun and engaging manner.
Back to our main article: English Primary Overview
Play-Based English Learning in the Home Literacy Environment (HLE) is a transformative approach that harnesses the power of play to facilitate English language acquisition in young learners. At its core, play-based learning emphasizes the use of playful activities as a medium for learning. Unlike traditional, structured educational methods, it allows children to learn at their own pace, explore their interests, and develop a wide range of skills in an enjoyable and low-stress environment.
The importance of Play-Based English Learning in the HLE cannot be overstated. The HLE, characterized by the range of literacy experiences that children encounter at home, plays a crucial role in early childhood development. It is the first educational setting that children are exposed to, and the quality of this environment can have long-lasting effects on a child’s cognitive, social, and emotional development. When play-based learning is incorporated into the HLE, it can significantly enhance these developmental outcomes.
The role of Play-Based English Learning in the HLE in English language acquisition is particularly noteworthy. English, being a global language, is an essential skill for children to learn. However, traditional teaching methods can often make the learning process feel tedious and intimidating for young learners. In contrast, play-based learning transforms English language learning into an enjoyable and engaging experience. Through play, children can naturally acquire language skills as they interact with their environment, their peers, and their caregivers.
For instance, through role-playing games, children can practice English vocabulary and sentence construction in a fun and relaxed setting. Storytelling and reading plays not only enhance children’s listening and comprehension skills but also stimulate their creativity and imagination. Similarly, game-based learning activities, such as English language board games or interactive online games, can make the learning process more engaging and interactive.
In essence, Play-Based English Learning in the Home Literacy Environment (HLE) leverages the inherent curiosity and playfulness of children to facilitate English language acquisition. It transforms the home into a dynamic learning environment where children can explore, experiment, and learn at their own pace, all while having fun. It’s a holistic approach that not only enhances children’s language skills but also fosters their creativity, critical thinking, and love for learning.
II. Benefits of Play-Based English Learning in HLE
Play-Based English Learning in the Home Literacy Environment (HLE) offers a multitude of benefits that extend beyond mere language acquisition. It creates a holistic learning experience that nurtures not just cognitive but also social and emotional development, shaping well-rounded individuals who are ready to take on the world.
One of the primary benefits of Play-Based English Learning in the HLE is its remarkable ability to enhance language skills. Through play, children are exposed to a rich variety of language experiences. They listen to instructions, negotiate roles, ask questions, and express ideas, all of which require the use of language. These authentic interactions in English stimulate the development of speaking, listening, reading, and writing skills, laying a solid foundation for future language learning.
A second critical benefit is the building of vocabulary. In a play-based English learning environment, children encounter new words in context, which significantly aids in understanding and retention. For instance, a child playing a grocery store game will learn and remember words such as ‘cart,’ ‘checkout,’ ‘cashier,’ etc., because these words have been used in a meaningful and purposeful context. This exposure to a wide array of vocabulary within context facilitates language comprehension and expression.
Encouraging creative thinking is another significant benefit of Play-Based English Learning in the HLE. Play provides opportunities for children to imagine, innovate, and problem-solve. When children play ‘pretend’ games in English, they create scenarios, invent characters, and build narratives. This requires them to use language creatively to express their unique ideas and stories. By exercising their creative thinking skills in this manner, children develop a flexible and imaginative approach towards language use, which is crucial for effective communication.
Lastly, but certainly not least, Play-Based English Learning in the Home Literacy Environment (HLE) plays a crucial role in developing social and emotional skills. Play-based activities often require children to cooperate, negotiate, take turns, and manage conflicts, which are vital for social interaction. By engaging in these activities in English, children learn to communicate their feelings and needs effectively. Moreover, through play, children experience a range of emotions, which helps them understand and manage their own feelings as well as empathize with others.
In conclusion, Play-Based English Learning in the HLE is an effective and engaging approach to English language learning. By enhancing language skills, building vocabulary, encouraging creative thinking, and developing social and emotional skills, it ensures that children are not just linguistically competent but also socially and emotionally adept.
III. Incorporating Play-Based Learning into the HLE
Incorporating Play-Based English Learning into the Home Literacy Environment (HLE) necessitates thoughtful planning and preparation. By creating an enriched environment and engaging in role-playing activities, storytelling, and reading play, as well as game-based learning, parents and caregivers can establish a dynamic, stimulating, and playful HLE.
Creating an enriched environment is the first step towards facilitating Play-Based English Learning in the HLE. The environment should be safe and inviting, filled with a variety of age-appropriate and engaging materials that stimulate curiosity and imagination. Books, toys, art supplies, and everyday objects can be used to create a diverse learning environment. Labeling household items in English, displaying English alphabet and number charts, and having English storybooks and comics easily accessible can effectively immerse children in the language.
Role-playing activities form a significant part of Play-Based English Learning. Children love to play pretend, and such activities provide an excellent platform for practicing English. Parents and caregivers can engage children in role-plays that mirror real-life scenarios, such as playing store, running a restaurant, or going to the doctor. These role-plays involve the use of language relevant to the situation, thereby allowing children to learn and use English vocabulary in a context that is meaningful to them.
Storytelling and reading play are also powerful ways to incorporate Play-Based English Learning into the HLE. Reading English storybooks to children exposes them to a rich array of vocabulary and complex sentence structures, enhancing their language skills. Storytelling, on the other hand, encourages children to use their imagination and creativity to express ideas in English. Parents can further enhance the playful aspect of storytelling by incorporating props, puppets, or even acting out the story.
Lastly, game-based learning plays a vital role in Play-Based English Learning. Games, whether they are board games, card games, or digital games, captivate children’s interest and make learning fun. English language games such as ‘I spy,’ ‘Simon says,’ and word bingo, among others, can effectively teach children new vocabulary, sentence structures, and language usage rules. Additionally, playing games in English encourages children to communicate in the language, reinforcing their speaking and listening skills.
- Storytelling and Reading Play: Read aloud English storybooks, picture books, and children’s novels. After reading, ask children to act out the story or retell it in their own words.
- Role-Playing Activities: Create scenarios where children can act out different roles using English. This can be based on daily life activities, such as going to the supermarket, or fantastical scenarios, like being in a spaceship.
- Word Games: Play English word games such as Scrabble, hangman, or word search puzzles. These games can help enhance vocabulary and spelling skills.
- Rhyme and Sing-Along Activities: Sing English nursery rhymes or songs with children. This not only makes learning fun but also helps in phonetic understanding.
- Puppet Shows: Use puppets to tell stories, where the children can join in and contribute to the narrative using English.
- Picture Drawing and Description: Have children draw a picture and then describe what they’ve drawn in English.
- Letter and Word Building Blocks: Use alphabet blocks or magnetic letters to create words and sentences. This can be made into a game where children have to form as many words as they can in a set amount of time.
- Board Games: Use English language-based board games like Pictionary, Charades, or Trivial Pursuit Junior Edition.
- Flashcard Games: Use flashcards with words, pictures, or phrases for games like Memory Match, or create a treasure hunt using flashcards with clues in English.
- Interactive Online Games: There are many English learning apps and websites that offer interactive games to learn vocabulary, grammar, and other language skills.
- Dramatization: Encourage children to create and perform their own plays in English.
- Movie Time: Watch English movies or cartoons with subtitles. Discuss the plot, characters, and any new words or phrases after watching.
- Jigsaw Puzzles: Use English word or sentence puzzles. As your child completes the puzzle, they will be learning new words and sentences.
- Show and Tell: Encourage your child to show and tell about their favorite toy or book in English.
- Creating a Picture Book: Have your child create their own picture book with English captions and descriptions.
As such, incorporating Play-Based English Learning into the Home Literacy Environment (HLE) is a holistic approach to language learning that caters to children’s natural affinity for play. By creating an enriched environment, engaging in role-playing activities, storytelling and reading play, and game-based learning, parents and caregivers can provide children with a fun, engaging, and effective English learning experience right in the comfort of their home.
IV. Role of Parents and Caregivers in Play-Based English Learning
The role of parents and caregivers in Play-Based English Learning in the Home Literacy Environment (HLE) is both profound and multi-faceted. By facilitating play-based learning, employing strategies for engaging in play-based activities, and balancing play with formal learning, they can create an environment conducive to English language acquisition.
Facilitating play-based learning involves providing materials and opportunities for play, setting the stage for the activity, and then stepping back to allow the child to explore, create, and learn at their own pace. This does not mean leaving the child completely alone; rather, it involves being available to support and guide the child when needed. In the context of English language learning, this may involve providing English language toys, books, and games, and creating scenarios where the child is encouraged to use English.
Strategies for engaging in play-based activities include being attentive to the child’s interests, following their lead, and taking on a supportive rather than directive role. For instance, if a child shows interest in playing with dolls, parents can join in the play and introduce English vocabulary related to the play scenario. It’s important to use language that is just slightly beyond the child’s current level, so they are learning new words and structures, but the language is still comprehensible. Open-ended questions can be used to stimulate conversation and thinking. Furthermore, parents and caregivers can model correct English usage without directly correcting the child, thus creating a low-pressure environment for language learning.
The balance between play and formal learning is critical in the HLE. While play-based learning is essential for young children’s development and can be highly effective for language learning, it does not replace the need for more structured learning activities, especially as the child gets older. Parents and caregivers should aim to create a balanced schedule that includes both types of learning. For instance, a day might include periods of free play, shared reading of an English storybook, a fun English language game, and a more structured English lesson.
Hence, parents and caregivers play a crucial role in Play-Based English Learning in the Home Literacy Environment. By facilitating play-based learning, engaging in play-based activities in a supportive and responsive manner, and maintaining a balance between play and formal learning, they can create a rich, varied, and effective learning environment that fosters English language acquisition.
VI. Challenges and Solutions in Implementing Play-Based English Learning in HLE
Implementing Play-Based English Learning in the Home Literacy Environment (HLE) can bring about its own set of challenges, but these can be addressed effectively. Parents and caregivers often grapple with concerns about the process and have questions about the effectiveness of play-based learning. Addressing these concerns and ensuring the effectiveness of play-based learning is essential to the successful adoption of this approach. Some materials to help parents can be found here.
Common concerns about play-based learning in the HLE often revolve around the perception that play is not serious or productive. Some parents worry that play-based learning is too unstructured or that it does not deliver measurable results. Others might be unsure about how to incorporate English language learning into play effectively, or they might feel ill-equipped to facilitate play-based learning due to a lack of resources or knowledge.
Addressing these concerns involves promoting a broader understanding of the role of play in children’s learning and development. Play is a natural mode of learning for young children; it is how they make sense of the world, develop skills, and acquire knowledge. Play-based learning, when implemented effectively, can enhance motivation, engagement, and learning outcomes. Moreover, play can be structured in ways that promote specific learning goals, including English language acquisition.
Ensuring the effectiveness of play-based English learning in the HLE involves several key elements. First, the play activities need to be age-appropriate and matched to the child’s developmental level. This ensures that the child is capable of engaging in the activity and that it presents a manageable challenge.
Second, the play activities should be meaningful and relevant to the child’s life and interests. This boosts engagement and makes the learning more impactful. For instance, a child who loves animals might enjoy a play-based activity where they pretend to be a zookeeper, learning and using English words for different animals and their care.
Third, parents and caregivers need to be involved in the play to some extent. This might involve setting up the play scenario, participating in the play, or providing support and scaffolding as needed. Their involvement can help guide the child’s learning, introduce new vocabulary and language structures, and model correct language use.
Fourth, there needs to be a balance between play-based learning and more formal learning activities. While play can be a powerful tool for language learning, it does not replace the need for explicit instruction, especially for certain aspects of language such as grammar rules or phonics.
Lastly, regular reflection and adjustment based on the child’s progress and changing needs can help maintain the effectiveness of the play-based approach. This involves observing the child during play, noting their language use, identifying areas of strength and difficulty, and adjusting the play activities or the level of support provided accordingly.
While there are challenges in implementing Play-Based English Learning in the HLE, these can be addressed through understanding the role of play in learning, ensuring the appropriateness and relevance of play activities, involving parents and caregivers in the play, balancing play and formal learning, and regularly reflecting and adjusting the approach based on the child’s progress.
As we draw the discussion to a close, it is essential to recap the significant role of play-based learning in the Home Literacy Environment (HLE), particularly in the context of English language acquisition. Not only does this approach offer an engaging and natural way for children to learn, but it also brings numerous benefits, including enhanced language skills, expanded vocabulary, improved creative thinking, and developed social and emotional skills.
Play-based learning in the HLE taps into children’s innate curiosity and desire to explore, creating an engaging and motivating environment for language learning. It presents opportunities for children to hear and use English in meaningful, real-life contexts, which boosts their understanding and use of the language. Through activities such as role-playing, storytelling, and game-based learning, children can gain exposure to a rich array of vocabulary, complex sentence structures, and a wide range of topics, which ultimately enhances their English language skills.
Moreover, play-based learning supports the holistic development of children. It encourages them to think creatively as they engage in make-believe play or solve problems in games. It also allows them to practice social and emotional skills such as cooperation, negotiation, empathy, and emotional regulation, which are crucial for their overall well-being and success in life.
Parents and caregivers play a crucial role in facilitating play-based English learning in the HLE. Their involvement can make the learning more meaningful, support the child’s learning process, and model correct language use. However, they also need to strike a balance between play and more formal learning activities to ensure a well-rounded approach to English language learning.
Looking ahead, the future of play-based English learning in the HLE is promising. As our understanding of children’s learning and development continues to grow, so does our recognition of the value of play in the learning process. More resources and strategies are becoming available to support parents and caregivers in implementing play-based learning, and more research is being conducted to further validate and refine this approach.
At the same time, there are challenges to be addressed, such as misconceptions about play, concerns about the effectiveness of play-based learning, and barriers to implementing it. Addressing these challenges involves promoting a broader understanding of play’s role in learning, ensuring the appropriateness and relevance of play activities, involving parents and caregivers in the play, balancing play and formal learning, and reflecting and adjusting the approach based on the child’s progress.
In conclusion, play-based English learning in the Home Literacy Environment (HLE) is a powerful approach to supporting children’s language development and overall learning. It is a pathway that embraces the joy and power of play, harnesses children’s natural curiosity, and taps into the rich learning opportunities that everyday life presents. As we move forward, let us continue to explore, refine, and advocate for play-based learning as a meaningful and effective way to foster children’s English language skills and love for learning.
A Comprehensive Guide for Parents: Play-Based English Learning in the Home Literacy Environment (HLE)
English language acquisition is a crucial skill that can significantly contribute to a child’s future academic and professional success. One of the most effective and enjoyable ways to nurture this skill is through play-based learning in the Home Literacy Environment (HLE). Play-based learning involves the use of games, role-play, storytelling, and other fun activities to teach children new concepts and skills. Here’s a comprehensive guide for parents to practice play-based English learning at home.
1. Understanding Play-Based Learning
Play-based learning is a method where play is the primary mode of learning. It’s a natural and effective way to engage children in learning activities without them feeling pressured or bored. The key to successful play-based learning is to create a balance between child-led play, where your child’s interests guide the activities, and adult-led play, where you guide the learning objectives.
2. Creating a Playful Learning Environment
To foster play-based learning, create an environment at home that encourages creativity, exploration, and fun. This can be as simple as dedicating a corner of the room for play, filled with toys, books, art supplies, and other materials that stimulate your child’s imagination. Make sure the environment is safe and comfortable for your child to play in.
3. Incorporating English in Play
The goal is to incorporate English language learning into play naturally. Here are a few ways to do this:
- Storytelling and Reading Play: Read English books to your child regularly. Encourage them to tell stories using their toys, fostering their imagination while practicing their English language skills.
- Role-Playing Activities: Role-play is a great way to practice English. Create scenarios where your child can use English, such as playing ‘shop’ where they can practice phrases and sentences related to buying and selling.
- Game-Based Learning: Games can make learning English more fun and engaging. For example, play ‘I Spy’ to teach your child new vocabulary, or a memory card game to help them remember English words.
4. The Role of Parents in Play-Based Learning
As a parent, your role is to facilitate play-based learning. This means providing opportunities for play, guiding the learning process, and providing feedback. Remember, it’s not about ‘teaching’ English in a formal way, but about creating a positive, enjoyable environment where your child can learn English naturally.
5. Balancing Play and Formal Learning
While play is a fantastic way to learn, it’s also essential to balance it with more formal learning activities, such as reading books together, learning the alphabet, and practicing writing. This will provide a well-rounded approach to your child’s English language learning.
6. Overcoming Challenges in Play-Based Learning
Parents may encounter challenges when implementing play-based learning. You might worry about the effectiveness of this approach or struggle to find the time to play with your child. Remember that even small moments of play can make a big difference, and that play is a natural and effective way for children to learn.
Play-based English learning in the Home Literacy Environment (HLE) provides a rewarding and effective way for your child to acquire English language skills. By understanding the principles of play-based learning and implementing the strategies outlined in this guide, you can create a rich, engaging, and beneficial learning experience for your child right in the comfort of your home.


So let's start with the basic premise that there is no such thing as a perfect lesson plan or format. This is simply because there are a variety of different needs in terms of subjects, ages and skill levels. The best lessons are tailored to the needs of their students, so some simple lessons can be myopic. In fact, many of the best moments/lessons I've had in the classroom started with me giving students enough space and freedom to create independently and discuss information freely. However, this does not start with chaos and a strong structure built on strong teaching ideas needs to be in place for this to be successful. And while I'm glad the New York City government can't force teachers to use a specific template, there are certain elements that should be part of every teacher's lesson. So here are the ones I found most important.
Many of the elements of a great lesson plan are naturally interrelated and fundamental to its sequencing. Other parts are modifications you can make to improve the effectiveness of a lesson. Some people include a script in their classes, but I don't like that as it can sound unnatural and lock the teacher into a structure that may not suit their students. There are many ways to structure the lessons, which is good as there are many different ways for students to learn something. I've tried correlating names/concepts to know if you followModell 5E, Direct Instruction, Mastery Learning Facilitative Teaching, Cooperative Learning, or something else entirely, you should be able to customize this to suit your needs.
- Aims/goals:Just like that ofIEPS-Student, the goals of the lesson plan should be S.M.A.R.T. (specific, measurable, achievable, relevant and time bound/tailored). Your goals should be clearly defined so that students understand what is expected of them. What should the students learn from the lesson? How is success? Focus on specific behavior the student will demonstrate and the level of quality required. Use active words like explain, summarize, measure, or remember instead of vague words like study or learn. Also, try to get students with higher-order creative skills into Bloom's taxonomy by having them design, compose, or build something. It might be like how students can identify six characteristics of a mineral, but a higher-order skill might be composing a personal narrative.
- Aligned Patterns:Eithercommon core,Next Generation,SOUGHT, or all of the above and more, standards are a crucial way to keep students learning as consistently as possible in the classroom. It is important to note everyoneStandardsbe supervised by the class. Most schools now require a standard binding for each lesson. Even if your school doesn't require you to write down what standards you meet, it's a good idea to familiarize yourself with state and national standards. You will be surprised how manyStandardsYou meet in every class. You can also examine how a lesson fits into the scope and sequencing of learning throughout the year.
- Reviews:Ultimately, assessments are a way for you to learn about your students' strengths and weaknesses academically and personally. For this reason there should be an assessment before each lesson to see what you need to teach and after to see how efficiently you have learned it. This can be done through surveys, worksheets, quizzes, writing, discussions, presentations, games, or hands-on activities and challenges. I find formative assessments to be more effective than summative during learning because they can give you an ongoing picture of how your students are performing. Data resulting from your assessments should inform your ongoing teaching. Assessments should be linked to lesson goals. For more information, see10 keys to effective reviews.
- Forward Looking Set (Engage):This is your hook on setting the stage to attract students. Some call this anticipation as it sets the tone for the lesson. It can even be linked to your pre-evaluation as you determine what students know. This can be done in a variety of ways with videos, strange images, interesting objects, or an interesting question. You might ask, "Have you ever wanted to travel to another planet?" or you might be given a piece of a meteorite for the students to hold. Whichever method you use, you should draw on the student's prior knowledge and encourage questions. What do you know about our planet? How could what we travel to be any different? Establish life contexts and show the meaning and purpose of the lesson. They frame the lesson in the context of previous lessons and the nature of their lives.
- Template (Explore):You keep the students engaged with the concept/lesson, but now give them some time to develop their own ideas through exploration. This is where you start to really facilitate learning by discovering and demonstrating new skills, exploring key concepts and starting to investigate. You can ask research-oriented questions while students share their ideas and make predictions. You and/or students can record any of your ideas.
- Direct Lessons (Whole Group/Explain):They are now beginning to communicate new insights. They can provide explanations, justifications, new vocabulary and definitions. You can use props, have discussions or watch videos. The problem with direct teaching is not that it is inherently bad/restrictive, but that many teachers spend their entire class/lesson doing it. As a general rule of thumb, limit it to 15 minutes (5-10 is better). You have to show instead of telling. Remember, just because you tell students something doesn't mean they're learning. Visual tools can help with understanding, so try to make it multimodal and include any material to motivate students and improve information retention. Here you are8 visual toolshelp.
- Guided Practice (expanding/elaborating):The students should now guide each other. and apply what you have learned to a new situation. Having learned about one animal, they are now learning to classify several or even create their own. Many teachers use this time to fill out the worksheet or write on the poster. Some are considering guided practice for homework, although there will be little guidance unless you have the tools and technology to provide reverse instruction. There are a number of other options where students can use this time to start creating drawings, diagrams, small models, or researching and writing together in a Google Doc. If necessary, place struggling students in a separate group for further guidance.
- Independent practice (evaluating):Your primary goal should always be to help students achieve assignments and learning goals on their own. This does not mean that you cannot provide assistance, but it does confirm that you were not fully prepared for this step. You may have to adapt and install the instructionsframeworkto help students achieve their independence. Again, some teachers see this as the homework step. It doesn't have to be special if you're unsure of your independence. It doesn't mean it's lonely either. Independent practice can be a collaborative experience (regardless of the help of the teacher rather than classmates) where students complete asurvey project.
- Conclusion and follow-up:Very few lessons end up being wrapped up nicely when you say I've accomplished everything I set out to do. When this happens, it probably means you've decided to underdo. The least you should do is review what they should have learned, make connections to future lessons, and see how well you've met the learning objectives. Independent practice can give rise to formal peer and teacher assessments, which can take place as you assess students' knowledge. I explained how to do this in the Reviews section. Ultimately, you want to be clear about how far you've come and where you still want to go.
- Materials and equipment:Here you can remember and share with other teachers what you need for this lesson. This can be books, cardboard, transparencies and pens or digital resources such as laptops, websites and apps. It could also mean you have to find an alternative if you find the digital model is in oneFlash based death spiral. It's the space where you need to make sure you have everything that isn't usually available in your classroom. It's like a cheat sheet and checklist to prepare for class.
While there are phases and phases that a lesson goes through, there are additional elements that great teachers always incorporate into their lessons.
- Student choice:One of the best ways to make lessons engaging and meaningful is to give students options. give them a say in planning and how they want to demonstrate mastery of a topic, especially during the stand-alone practice portion. This may mean that some students make films, create presentations, or stage a play, while others write essays, create projects, or create a website. You can decide which level is sufficient, but give them the opportunity to feel empowered with personalized instruction.
- Multicurriculares:The world and careers of the future are not neatly compartmentalized, so why are we doing this in a classroom? While the focus on a skill and our goals is important, there's no reason why a novel can't have scientific or historical implications, or why math can't be artistic. We must always strive to develop our teachinginterdisciplinary skills(see 21st Century Skills below).
- 21st Century Skills:Without going too deep into this element, 21st century learning skills are now just essential life skills for modern learners. We need to teach our students the 7Cs directly so they can communicate, collaborate, be creative, and think critically in whatever field of study they pursue. This includes the integration of technology. Whatever the impact, computers have become a critical part of our society and it doesn't seem to be diminishing. Therefore, we must teach our students to use it properly and for the common good. it can meandigital civicsor it may simply involve the use of a collaboration or accessibility tool.
- Practical guide:Whether it is part of student selection or an entire class exercise,practical learningIt's a more effective way to get students to retain information. It doesn't have to be a big undertaking either. In math, it can be easy to use manipulators or skittles to trace favorite colors. In literacy, you can have students use icons and character images to depict a story on an interactive display.
- Multimodal:If you present information only once and in only one format, it is almost certain that many students will not understand it. Therefore, in addition to direct lectures, you should also use visual aids alongside practical learning tasks.
- Multiple tasks:Never stay in one part of a class for too long, especially with younger students. It is an unrealistic expectation to think that a 7 year old (or even a 37 year old) can sit and work for 6 hours. Because of this, a good lesson should go through each step without spending too much time concentrating on any particular one (especially direct instructions). By doing this, you can also create opportunities in your class to find out what students are doing and where they might need help.
- differentiation:Differentiation should not only take place in special education. All students learn in different ways and at different speeds. You need to incorporate these tweaks into your lesson plan structure. while there isArguments about the value of differentiation, most of it stems from a misunderstanding of what it actually means. The learning styles of the students determine the structure of the lessons. It means trusting the students to follow their learning path and although it initially requires more work on the part of the teacher, it ultimately allows the teacher more freedom due to greater student autonomy. Sometimes the best way to determine how you can differentiate yourself in the future is to see where your current plan has failed and make adjustments to fill those learning gaps. Make your class accessible to all your students.
- Development:For a lesson to remain valid, it must not stagnate. Even if you teach history, we regularly learn new information and new techniques for integration. Also, the needs of your students will change and your classes will need to change with them. So the class that was perfect today had to be adjusted a bit next year. For example, I found that I can now add the updateApplication Google Arts and Cultureas a tool in the example personal storytelling lesson below.
Here are some sample lessons/units I put together for my STEM classroom. I'm showing the home page, but you get to the full multipageClassification sessionepersonal storytelling lessonsto see how I structured them. That doesn't mean you have to do it the same way. Your teaching needs may vary greatly, but this should give you an idea of how I incorporate the elements listed above into practice.
There are several places where you can find additional sample lesson plans. Many educational technology companies, such asBrainPOP,Flocabulario, zdiscovery pedagogyhave sample classes that use their tools. You can also check out the lessons below, but I suggest you adapt to your needs and use the elements above.
- Training- K-5 math and literacy classes
- NEA–K-12 multi-subject classes
- ReadWriteThink– K-12 literacy courses
- School- K-8 literacy courses
- teacher created–K-12 multi-subject classes
- Technology- K-12 classes with multiple subjects
- Material do professor de A a Z- K-12 classes with multiple subjects
- teacher created–K-12 multi-subject classes
- timetables- K-12 classes with multiple subjects
published bySean Arnold
I'm a New York District 75 special education teacher and STEM coach.See all posts by Sean Arnold
- Lesson Information. ...
- Lesson Topic. ...
- Benchmarks and Performance Standards. ...
- Intended learning outcomes. ...
- Instructional Resources. ...
- Arrangement of the Environment. ...
- Instructional Activities.
Often, there are multiple steps to a strong lesson plan. This eight step lesson plan template includes: objective, motivation, materials, guided practice, independent practice, essential questions, evaluation and homework.What are the elements that make a good lesson plan? ›
The elements of the lesson plan are: assessment, duration, objectives, activities, strategies and learning outcomes (Burgul Adiguzel, 2021).What are the 8 components of the teaching learning process? ›
The components are: (1) Educational Planning, (2) Educational Administration, (3) Educational Organisation, (4) Educational Direction, (5) Educational Co-ordination, (6) Educational Supervision, (7) Educational Controlling, and (8) Educational Evaluation.How to create lesson plan? ›
(1) Determine the objective (2) Research the topic as defined by the objective (3) Select the appropriate instructional method (4) Identify a usable lesson planning format (5) Decide how to organize the lesson (6) Choose appropriate support material (7) Prepare the beginning and ending of the lesson (8) Prepare a final ...What are the 7 step lesson plans? ›
The Madeline Hunter "seven step lesson plan." The basic lesson plan outline given above contains the so-called "Hunter direct instructio·n lesson plan elements:" 1) objectives; 2) standards·, 3) anticipatory set, 4) teaching [input, modeling, and check for understanding], 5) guided practice, 6) closure, and 7) ...How to write a lesson plan example? ›
- Identify the objectives. ...
- Determine the needs of your students. ...
- Plan your resources and materials. ...
- Engage your students. ...
- Instruct and present information. ...
- Allow time for student practice. ...
- Ending the lesson. ...
- Evaluate the lesson.
The 7Cs are: Critical thinking, Creativity, Collaboration, Communication, information, and media literacy, Computing and ICT literacy, Cross-cultural understanding, and Career and learning self-reliance.What are the 5 major parts of lesson plan? ›
A well-planned lesson includes the lesson topic, class objectives, procedure, time management, and student practice.What are the 5 major components of a lesson plan in order? ›
A good lesson plan should include the following 5 components; lesson topic, class objectives, procedure, time management, and student practice.
- Learner objectives. ...
- Personal aims. ...
- Language Point. ...
- Teaching Aids. ...
- Anticipated problems. ...
- The procedure, Phase, and Timing. ...
- Interaction. ...
- Class level, number of students.
The milieu, matter, mastery, method, material, media, motivation, and measurement of learning are prerequisites in building an educational framework that is all-encompassing and all-embracing. They can never be set aside since we are aiming for a wholistic approach to education.What are the 3 most essential elements in the teaching learning process? ›
Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. Taking the time to do this upfront saves time in the end and leads to a better course.What is a basic lesson plan format? ›
A basic lesson plan template includes three key elements: beginning (introducing the targeted objective), middle (presenting the main activities), and end (closing the lesson). The K.I.S.S template is one of the simple lesson plan templates that teachers really love.How many steps are there in lesson plan? ›
According to Herbart, there are eight lesson plan phases that are designed to provide "many opportunities for teachers to recognize and correct students' misconceptions while extending understanding for future lessons."What is the format of detailed lesson plan? ›
A detailed lesson plan (DLP) is exactly that, a detailed description of the exact steps to teach a specific topic. A DLP includes five parts of thorough explanation on, lesson topic, class objectives, procedure, time management and student practice.What are the 4 A's of a lesson plan? ›
Choose a topic that you want the children in your class to learn and apply the 4-A's of activating prior knowledge, acquiring new knowledge, applying the knowledge, and assessing the knowledge.What is the 7E model of lesson planning? ›
The 7E learning cycle model is a model that can guide students to actively acquire new knowledge with 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend). Teaching materials using 7E learning cycle can help students understand the problems and phenomena they encounter in the environment.What are the 6 important components of lesson plan? ›
- Objective. A lesson objective can be one of the most important components of a lesson plan. ...
- Materials. If you prepare the materials ahead of the lesson, you may have more time to focus on teaching. ...
- Background knowledge. ...
- Direct instruction. ...
- Guided teaching. ...
- Closure and assessment.
What is a Daily Lesson Plan Template? Lesson plans are detailed outlines of instruction that educators create daily. Daily lesson plans are typically used as a step-by-step guide to assist teachers in teaching whatever they are teaching in their classrooms.
Five C's for teaching. Use connectedness, conversation, curiosity, consideration, and community and culture to create a successful learning environment.What are the 4 C's in lesson planning? ›
The 4Cs: Creativity, Critical Thinking, Communication and Collaboration in Schools.What are the seven 7 parts of a lesson plan? ›
The basic lesson plan outline given below contains the direct instruction element: 1) objectives, 2) standards, 3) anticipatory set, 4) teaching [input, modeling, and check for understanding], 5) guided practice, 6) closure, and 7) independent practice.What are the 5 most important things that a successful lesson has? ›
- Follow-up / recap.
- Objective setting.
- Introduce the new concepts.
- Practice by doing.
(1) Machine (technology); (2) Method (process); (3) Material (includes raw materials, consumables, and information. ); (4) Man Power (physical work)/ Mind Power (brain work): Kaizens, Suggestions; (5) Measurement (Inspection); (6) Milieu/Mother Nature (Environment).What are the 8 skills of micro-teaching? ›
- The skill of introduction.
- The skill of explaining.
- The skill of questioning.
- The skill of stimulus variation.
- The skill of reinforcement.
- The skill of illustration.
- The skill of blackboard writing.
- The skill of achieving closure.
The internal effective 8 Ms are: management, material, machine, manpower, method, money, measurement, minutes; the external 2 Ms are: market and ministry. If Lean culture is realized and people achieve Lean thinking, then the problems are made visible and are understood before considering the solutions.What is the most important element in the teaching and learning process? ›
The most important component of the teaching-learning process is Learner as all the activities and the whole process is centered and planned around him. Learning-centered education focuses on the learning process.What is the most important elements in the learning process is? ›
These elements are: differentiation, adaptivity, student engagement, direct instruction, practice, formative assessment with immediate feedback and student explanation of learning.What are the 5 major parts of a lesson plan? ›
A well-planned lesson includes the lesson topic, class objectives, procedure, time management, and student practice.
A DLP includes five parts of thorough explanation on, lesson topic, class objectives, procedure, time management and student practice.What are the 5 C's lesson plan? ›
Five C's for teaching. Use connectedness, conversation, curiosity, consideration, and community and culture to create a successful learning environment.What are the ABCD components of lesson plan? ›
Learning Outcome Statements can be written using the ABCD (audience, behavior, condition, and degree) method. While the method is often directed at learning objectives, it can also be used to write learning outcomes.What is the format of a lesson plan? ›
A general format of a lesson plan can be like this: Lesson activities. Lesson materials. Lesson objectives.


Transcript: 2nd Period Introduction to Accounting Maya Torres The Basic Accounting Equation Assets = Liability + Owner's Equality The Basic Accounting Equation What is the purpose of accounting? The main purpose of accounting is to prepare financial reports that provide information about a person/buiseness's performance. What is the purpose of accounting? Assets Definition: A resource with economic value Example: Owning property to generate extra money Assets Liabilities Definition: A thing of which someone is responsible, especially financial obligations Example: A debt Liabilities Owner's Equity Definition: The ammount of liabilities subtracted by the ammount of assets Example: The ammount of money your land generates, minus the debt you owe to the person who sold you the land Owner's Equity Simplified Version of Basic Accounting Formula Liabilities = Assets - Owner's Equity Simplified Version of Basic Accounting Formula Credit and Debit Credit: A record of an ammount received, usually on the right side of an account. Debit: A record of an ammount owed, usually on the left side of an account Credit and Debit Account Title Credit Debit Financial Statements A formal record of monetary actions of a person or buisness Financial Statements Balance Sheet: A statement of assets and liabilities of a specific buisness or other organization Income Statement: A statement that measures a companies financial performance over a specific accounting period Financial Statements Review Questions What are debits and credits? Debits and credits are statements going into an account listing the ammount received (credits) and the ammount owed (debits). Review Questions What are the basic account types? The basic account types are assets, liabilities, expensense, and income. Review Questions What is an income statement? An income statement is a statement that measures a companies financial performance over a specific accounting period Review Questions What is a balance sheet? A balance sheet is a statement of assets and liabilities of a specific buisness or other organization. Review Questions
Transcript: Prezi: zoom in wherever PowerPoint: slide to slide Weaknesses Bore people It cost money, need the software for it Need to save it on a flash drive, can’t access it everywhere Who Won? Less to carry Neater Bores people Costs money Can't access everywhere Prezi PowerPoint Strengths Templates to chose from Help less creative people Who would win? Too interested Internet Caught up in work Older Straight to Focus Prezi PowerPoint Usually has more color Don't see it as often Like the set up better Prezi PowerPoint PowerPoint More interested in prezi and not your information Need internet access to get on prezi Could get caught up in your work , have too much going on Prezi Older audience Straight forward with information Focused on topic Presentation Space PowerPoint Differences Prezi: pictures at angles Powerpoint: horizontal or vertical Prezi Simple Vs Complicated Round One Younger audience Side notes Want to show them new things People are familiar with it Don't need internet Print out the slides to hand out Free Newer Access Round Two Prezi Similarities Handouts Familiar No internet Zoom Templates When To Use.. Young Notes New things Prezi V.S. PowerPoint Keeps people interested Access it as long as you have internet It's free Who would win? Images Get point a crossed Looks official Prezi Strengths Prezi sometimes overwhelming PowerPoint fairly simple Round Three PowerPoint
Transcript: Consumer Loans Operantion - Funding: Notes Templates The template project Goal * The goal is for our department is to achieve consistent and efficient communication in the loan funding process. We hope to accomplish this by creating templates containing the essential key information required for funding our loans. Hopefully, the templates will reduce funding delays caused by missing information in applications and, consequently, improve on our members' experience. Tasks with templates: Types of Templates POI queue Reviewer Ready to Fund ESig Others: Calls and Credit Card emails POI QUEUE POI queue **POI queue: Income verified with POI attached. Sent Mbr Income Verification Email to fund online. **POI queue: Income did not verify as stated. Pls review and advise. **POI queue:VFd income with paystub attached. Stip remaining sent Mbr Income Validated Additional Stipulations Remaining. *POI queue: Income verified with paystub attached. Pls proceed with limit/rate increase on credit card. **POI queue: Mbr attached W2, unable to VF income. No PDD on file. Sent Mbr the Updated Documents Required Email. **PENDING QUEUE: Still need paystubs to proceed with app. Emailed mbr to advise. Queued app to pending Member response. Reviewer Reviewer **Reviewer Called and spoke with mbr. Mbr is aware of pending items. Mbr will email items to myloan inbox and call us back. FRANCHISE DEALER PURCHASE ATTACHED AND VFD: PO, TERMS, STIPS MISSING: OR **Reviewer Called mbr at (xxx)xxx-xxxx and Lft VM advising mbr to call us back. Sent Dealer Purchase template email. FRANCHISE DEALER PURCHASE ATTACHED AND VFD: PO, TERMS, STIPS Key documents: Docs required FRANCHISE DEALER PURCHASE ATTACHED AND VFD: PO, TERMS, STIPS LEASE BUYOUT ATTACHED AND VFD: LBO, AUTH, REG, TERMS, STIPS EXTERNAL REFINANCE ATTACHED AND VFD: PAYOFF, AUTH, REG, TERMS, STIPS INTERNAL REFINANCE ATTACHED AND VFD: REG (IF THERE ARE REG CHANGES), TERMS, STIPS PERSONAL LOAN - PAY DIRECT ATTACHED AND VFD: LENDER STMTS, TERMS, STIPS PERSONAL LOAN - EDU PURPOSE ATTACHED AND VFD: SELF CERT, TERMS STIPS HIGHER EDUCATIONAL LOAN ATTACHED AND VFD: SELF CERT, PROOF OF ENROLLMENT, TERMS STIPS SPECIAL CURRICULUM LOAN ATTACHED AND VFD: SELF CERT, PROOF OF ENROLLMENT, TERMS STIPS CREDIT CARD ATTACHED AND VFD: CCR (IF APPLICABLE), TERMS, STIPS PPP W/O LIEN ATTACHED AND VFD: REG, TITLE, TERMS, STIPS. PPP W/ LIEN ATTACHED AND VFD: PAYOFF, AUTH, REG, TERMS, STIPS. Disbursement note example: Ready to Fund #(APP NUMBER) DISBURSEMENT NOTES - FRANCHISE DEALER PURCHASE DOCS SENT VIA DOCUSIGN: LL/WAIVER/PSP/POA/GAP/MRC VIA DOCUSIGN AMOUNT FINANCED: $XX,XXX.XX MONEY ALOCATED? $XX,XXX.XX INTO S01 $495.00 INTO GL – GAP $X,XXX.XX INTO GL – MRC ISSUE THE FOLLOWING: $XX,XXX.XX DEALER'S NAME RE: VIN# RE: Vehicle - YEAR, MAKE, MODEL RE: MEMBERS' NAMES FEDEX CHECK TO: DEALER'S NAME DEALER'S ADRESS DEALER'S ADRESS DEALER'S PHONE # Additional Notes: *PLEASE, INCLUDE ***** (ATTACHED) WITH CHECK. TYPES OF TEMPLATES 12 Disbursement notes templates: 1- DP - FRANCHISE 2- DP - NON-FRANCHISE 3- LEASE BUY-OUT 4- EXTERNAL REFINANCE 5- INTERNAL REFINANCE 6- CASH-OUT REFINANCE 7- PPP W/ LIEN 8- PPP W/I LIEN 9- PL 10- PL - PAYDIRECT 11- PL - EDU LOAN W/ PAYOFF 12- PL- EDU LOAN W/O PAYOFF DISBURSEMENT NOTES - FRANCHISE DEALER PURCHASE DOCS SENT VIA DOCUSIGN: LL/WAIVER/PSP/POA/GAP/MRC VIA DOCUSIGN AMOUNT FINANCED: $XX,XXX.XX MONEY ALOCATED: $XX,XXX.XX INTO S01 $495.00 INTO GL – GAP $X,XXX.XX INTO GL – MRC ISSUE THE FOLLOWING: $XX,XXX.XX DEALER'S NAME RE: VIN# RE: Vehicle - YEAR, MAKE, MODEL RE: MEMBER'S NAME FEDEX CHECK TO: DEALER'S NAME DEALER'S ADRESS DEALER'S ADRESS DEALER'S PHONE # Additional Notes: *PLEASE, INCLUDE ***** (ATTACHED) WITH CHECK. 1 2 DISBURSEMENT NOTES - NON-FRANCHISE DEALER PURCHASE DOCS SENT VIA DOCUSIGN: LL/WAIVER/PSP/POA/GAP/MRC VIA DOCUSIGN AMOUNT FINANCED: $XX,XXX.XX MONEY ALOCATED: $XX,XXX.XX INTO GL - DRAFT $495.00 INTO GL – GAP $X,XXX.XX INTO GL – MRC Additional Notes: -PLEASE, EMAIL DRAFT LETTER TO THE FOLLOWING: DISBURSEMENT NOTE: INTERNAL REFINANCE DOCS SENT VIA DOCUSIGN: LL/WAIVER/PSP/POA/DMV DISC/GAP/MRC VIA DOCUSIGN AMOUNT FINANCED: $XX,XXX.XX MONEY ALOCATED: $XX,XXX.XX INTO S01 $15.00 INTO GL- MVSC $25.00 INTO GL- MVSCFEE $495.00 INTO GL – GAP $XXX.XX INTO GL – MRC PAYOFF L00 $X,XXX.XX W/ EFF DATE XX/XX/2023 CHANGE ECOA COMMENTO TO "AS" UNDER L00 (APPLICABLE FOR AUTO PAYOFF, ONLY) Additional Notes: *Please, Queue the app to the DMV checklist queue. 3 Disbursement Notes - Special curriculum (EDU W/ PAYOFF) DOCS SENT VIA DOCUSIGN: LL/PSP/W9 AMOUNT FINANCED: $X,XXX.XX MONEY ALLOCATED: $X,XXX.XX TO ED LOAN GL ON XX/XX/2023 (after 3rd day), PLS PROCEED AS FOLLOWS: DEBIT ED LOAN GL $X,XXX.XX DEP FUNDS $X,XXX.XX TO S70 PAYOFF L00 $X,XXX.XX W/ EFF DATE XX/XX/2023 LEAVE REMAINING AMOUNT IN MBR'S S70 $X,XXX.XX Additional Notes: *SELF CERT SENT VAI DOCUSIGN WITH FINAL LOAN DOCS 4 5 DISBURSEMENT NOTES - EDU PL - no payoff required DOCS SENT VIA DOCUSIGN: LL/PSP/W9 Amount financed: $XX,XXX.XX into
Transcript: Speeches Job interviews Graduations Prezi Vs. PowerPoint PowerPoint Fun Nonlinear Complex Pros Entertaining Interactive Free Cons Too much is going on Internet Motion sickness Investigated By: Delaney Hall When to use PowerPoint PowerPoint Free Entertaining More enjoyable Notes Teaching Presentations Investigated By: Delaney Hall When to Use Prezi Similarities Conclusion Prezi Age: 14 Differences 1st place Prezi Serious Linear Understandable PowerPoint Prezi Organized Easy to learn Pros Organized No internet Don't learn extra tools Cons Boring Download Can't zoom in or out Thanks For Watching Move through topics User friendly Templates Prezi Introduction
Transcript: Blackmon Notes Powerpoint # 4 & 5 4. Name the Germanic invaders that invaded the following Countries: Spain, Italy, England, Denmark, and Germany. Who were the Celts? Paragraph 2 & 3 Page 514 Anglo and Saxons/ Scottish, Weish, and Irish Picture of Anglo and Saxons warriors 5. What Germanic Tribe took over France (Gaul)? Who was King Clovis? What was his religion? Paragraph 4 Page 514 The Franks, King Clovis was the King over the Franks, he was Catholic Picture of King Clovis First 5 Facts In Britian as the empire began to weaken, Roman culture declined quickly. When the Anglo and Saxons conquered southeastern Britian, they pushed aside the people living there. Some Celts fled north and west to the mountains. During the A.D. 400s a Germanic called the Franks settled in the area that is know as France. King Clovis became Catholic. Second 5 Facts Before long the Franks all became Catholic After Clovis died his, sons divided the kibgdom among themselves. These kings often fought over land. The nobles under them took over many royal duties. A.D 700 the mayors where giving out land, settling disputies, and fighting there own war. Picture of a Catholic Church Picture of Anglo and Saxons war map Thanks For Watching
Transcript: Example of a Jeopardy Template By: Laken Feeser and Rachel Chapman When creating without a template... http://www.edtechnetwork.com/powerpoint.html https://www.thebalance.com/free-family-feud-powerpoint-templates-1358184 Example of a Deal or No Deal Template PowerPoint Game Templates There are free templates for games such as jeopardy, wheel of fortune, and cash cab that can be downloaded online. However, some templates may cost more money depending on the complexity of the game. Classroom Games that Make Test Review and Memorization Fun! (n.d.). Retrieved February 17, 2017, from http://people.uncw.edu/ertzbergerj/msgames.htm Fisher, S. (n.d.). Customize a PowerPoint Game for Your Class with These Free Templates. Retrieved February 17, 2017, from https://www.thebalance.com/free-powerpoint-games-for-teachers-1358169 1. Users will begin with a lot of slides all with the same basic graphic design. 2. The, decide and create a series of questions that are to be asked during the game. 3. By hyper linking certain answers to different slides, the game jumps from slide to slide while playing the game. 4. This kind of setup is normally seen as a simple quiz show game. Example of a Wheel of Fortune Template https://www.teacherspayteachers.com/Product/Wheel-of-Riches-PowerPoint-Template-Plays-Just-Like-Wheel-of-Fortune-383606 Games can be made in order to make a fun and easy way to learn. Popular game templates include: Family Feud Millionaire Jeopardy and other quiz shows. http://www.free-power-point-templates.com/deal-powerpoint-template/ Quick video on template "Millionaire" PowerPoint Games Some games are easier to make compared to others If users are unsure whether or not downloading certain templates is safe, you can actually make your own game by just simply using PowerPoint. add logo here References Example of a Family Feud Template PowerPoint Games are a great way to introduce new concepts and ideas You can create a fun, competitive atmosphere with the use of different templates You can change and rearrange information to correlate with the topic or idea being discussed. Great with students, workers, family, etc. For example: With games like Jeopardy and Family Feud, players can pick practically any answers. The person who is running the game will have to have all of the answers in order to determine if players are correct or not. However, with a game like Who Wants to be a Millionaire, the players only have a choice between answers, A, B, C, or D. Therefore, when the player decides their answer, the person running the game clicks it, and the game will tell them whether they are right or wrong.
Transcript: Microsoft Office 365 The Basics office 365 offers different features The Basics Apps Apps offered the apps offered on microsoft are teams, word, excel, powerpoint, outlook, onedrive, and onenote Microsoft Teams Microsoft teams Allows users to collaborate with others via video conferencing, meetings, and chats It is free for unlimited group meetings for up to 30 hours Up to 300 participants in a meeting Although teams and zoom is similar, teams offers longer meeting times for free Microsoft word Word Word offers different templates such as blank templates, apa formats, mla formats, and more Allows you to insert imagines, change fonts, set page layouts, etc. Word is the most commonly used processor software accessable through online or through computer Microsoft Excel Excel Excel enables users to format, organzie or calculate data using data in this format makes it easier for users to view information there are premium spreadsheets available excel is easy to learn and use PowerPoint PowerPoint powerpoint is a presentation software offers many templates for different slideshows premium templates are provided free to use & easy to use easy to share and collaborate with others Outlook free personal email that connects to office 365 has many features such as copying links, sharing links, uploading images & videos offers folders to organize emails Outlook Onedrive Onedrive onedrive allows users to share and synchronize their files any files saved to one drive goes to the cloud files are private until shared to others doesnt take up space on computer or phone OneNote Onenote onenote is a digital note taking feature that is easy to organize has different templates for free can handwrite on the notes can take notes for you by using "record audio" Pricing Office 365 offers different plans and pricing for personal use and businesses family plans are $9.99 a month Pricing Microsoft 365 vs Google Workspace Compare Microsoft is cheaper Microsoft holds more storage offers free storage up to 30 GB offers more templates Microsoft allows you to download the app on your phone Video
Transcript: Prezi VS Powerpoint By Rebekah Godbold Prezi Prezi Website Advantages Adavntages Multiple choices of what type of presentations you can do So many templates to choose from Has cool effects that happen automatically Good quality of resolution Disadvantages Disadvantages Costs money to use Too advanced for someone who doesn't know there way around the website Better templates cost money Forces you to have an account to use Bland beginner templates Improvements Improvements Have a tutorial for how to do everything Make everything easier to understand Be free to use Can cancel the free trial at any point Powerpoint App Powerpoint Advantages Advantages Free to use Everything is easy to understand Can change the designs Can choose the animations Can add music Free images to add and use Can make charts and simple notes Disadvantages Disadvantages Can be fiddly to fix something Pictures don't always load up Have to save your work so it doesn't all disappear Some tools are more advanced to use Can't be used on all devices Improvements Improvements To be able to use this app on all devices Less glitchy when you start to run out of storage Add more updates for new and more modern detailed ideas
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