High school students often need structured tools to help them manage the flow of conversation.

Even when students can start a conversation successfully, many struggle with how to keep it going, how to stay on topic, and how to respond when something goes off track. These are teachable skills that require explicit instruction, practice, and feedback.

The Conversation GPS Packet provides a structured, game-based approach to help students develop these skills. It uses prompts, question/comment cards, and visual cues to help students “steer” conversations more effectively. The activity is ideal for speech sessions, classroom SEL periods, or small group instruction targeting pragmatic language.

In this post, you’ll learn:

• What skills the Conversation GPS packet targets
• How to structure a complete lesson using the materials
• What makes this approach effective for high school students
• How to access the free resource

Why Conversation Repair and Navigation Matter

In high school, conversations are more layered. Students are expected to shift between social, academic, and professional environments. As the stakes increase, so do the demands for pragmatic flexibility.

For students with social communication challenges, these demands can lead to:

• One-sided or repetitive conversations
• Sudden topic changes without context
• Difficulty interpreting when to shift or repair a conversation
• Missed opportunities for deeper connection with peers or adults

This activity focuses on three foundational skills:

• Asking relevant “WH” questions to gather and extend information
• Staying on topic by listening and linking comments
• Using appropriate body language to support engagement

Together, these help students manage real-life conversations with more confidence and clarity.

High School Activity: Conversation GPS Packet

This free printable resource includes:

• Question and Comment Cards that prompt students to respond appropriately in conversation
• Conversation Stoppers that help students identify and correct unhelpful responses
• Visual icons that reinforce body language and nonverbal communication expectations
• A full lesson plan with a structured warm-up, game instructions, and debrief prompts

The activity’s interactive, game-based format makes it ideal for older students who may resist direct instruction but still need guided support.

Lesson Plan: Using the Conversation GPS in High School Settings

The provided plan is 30 minutes and works well in speech therapy, resource room instruction, or general education classrooms focused on communication or soft skills.

Objective

Students will demonstrate improved conversation skills by using appropriate questions, comments, body language, and strategies to stay on topic.

Step 1: Introduce the concept (5 minutes)

Begin with a group discussion:

• What makes a conversation feel “off” or awkward?
• What helps a conversation feel easy or interesting?

Then explain the metaphor:  GPS helps you stay on track—and so do strong conversation skills. Without them, conversations may stall, take an unexpected detour, or completely shut down.

Briefly introduce the terms:

• Conversation Drivers: Tools that move a conversation forward (e.g., asking a question, making a related comment, using open body language).
• Conversation Stoppers: Behaviors that derail or shut down a conversation (e.g., ignoring a comment, giving one-word answers, looking away).

Step 2: Demonstrate the game (10 minutes)

Project or display the question/comment cards. Walk students through one or two rounds of the game. Clarify:

• When to ask a WH-question vs. when to make a related comment
• What body language should look like during active conversation
• How to recognize and repair a conversation stopper

Model a few common repair strategies, such as:

• Clarifying or rephrasing a vague comment
• Redirecting back to the original topic
• Asking a follow-up question

Step 3: Play in small groups (15 minutes)

Split students into pairs or small groups. Have them:

• Take turns drawing a card and responding
• Use the GPS icons to monitor body language
• Identify if a peer used a conversation driver or stopper

Educators or clinicians can walk around to observe, prompt, and provide feedback. If a student uses a stopper, pause the group and invite them to revise or rephrase their response.

Step 4: Reflect and connect (5 minutes)

Bring the group back together. Use reflection questions like:

• What made it easier or harder to stay on topic?
• How did it feel when someone used a conversation stopper?
• Where could you use these skills outside of this classroom?

Encourage students to name real-life contexts, such as job interviews, class discussions, group projects, or family conversations.

What This Activity Teaches

This resource builds three critical areas of pragmatic language:

These areas align with many IEP goals under the domain of pragmatic language and support broader life-readiness outcomes.

Why We Recommend This Resource

The Conversation GPS Packet offers a structured, student-friendly way to teach complex conversation skills. It works well because it:

• Combines visual tools, prompts, and game-based learning
• Encourages repeated practice in a supported setting
• Provides clear cues for identifying and correcting conversation breakdowns
• Can be used flexibly across individual sessions, small groups, or classroom settings

This activity also makes it easy for educators to model expectations, observe student responses, and give immediate, actionable feedback.