Lesson Plan. Preparation

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1 Lesson Plan Course Title: Professional Communications Session Title: Nonverbal Communication & The Listening Process Lesson Duration: Approximately one 90-minute class period [Lesson length is subjective and will vary from instructor to instructor.] Performance Objective: Upon completion of this assignment, the student will be able to identify nonverbal communication cues and apply key concepts based on the listening process. Specific Objectives: 1. Define terms associated with the lesson. 2. Identify nonverbal cues and their meaning. 3. Identify functions of nonverbal communication. 4. Identify characteristics of nonverbal communication. 5. Apply fundamentals of nonverbal communication in a professional context. 6. Evaluate the components of the listening process. TEKS Correlations: Preparation (c)(10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (B) demonstrate knowledge of various communication processes in professional contexts by: (i) explaining the importance of effective communication skills in professional contexts; (ii) identifying the components and functions of the communication process; (iii) identifying standards for making appropriate communication choices; (iv) identifying types and effects of nonverbal communication; (v) recognizing the importance of effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance; (vi) identifying the components of the listening process; (vii) identifying specific kinds of listening such as critical, deliberative, and empathic; (viii) recognizing the importance of using accurate and complete information as a basis for making communication decisions; (ix) identifying specific kinds of listening such as critical, deliberative, and empathic; (x) recognizing the importance of using accurate and complete information as a basis for making communication decisions; (xi) identifying and analyzing ethical and social responsibilities of communicators; and (xii) recognizing and analyzing appropriate channels of communication in organizations. Instructor/Trainer References: McGraw-Hill. (2000). Communication applications. (Teacher s Wraparound Ed.). Columbus, OH: Glencoe/McGraw-Hill. 1

2 2. Drucker, Peter. (2013). Peter F. Drucker Quotes. Business Quotations. from Instructional Aids: 1. Nonverbal Strategies & The Listening Process slide presentation 2. Group Activity Sheet 3. Expression Cards 4. Vocabulary Quiz and Key 5. Rubric Materials Needed: Pen/Pencil one per student Equipment Needed: Projector for slide presentation. Computers one per student for note-taking. Learner Knowledge of basic document creation and editing software. Introduction Introduction (LSI Quadrant I): SAY: The communication process can be very complex. It consists of various levels. Nonverbal communication can include all forms of communication except words. Because of this, it is important to not only be a good listener but also a good observer. In this lesson, our goal is to understand the various forms of nonverbal strategies in the listening process. ASK: Can you think of a commercial that portrays poor listening? [Ask students to describe the scenario and the reasons behind the breakdown in communication.] SAY: Poor listening can be a result of poor nonverbal communication. ALTERNATE QUESTION: ASK: Have you ever been in a situation where nonverbal communication contributed to a breakdown in overall communication? [Ask students to share factual information only without jeopardizing any person s right to privacy.] Outline Outline (LSI Quadrant II): Instructor Notes: I. Define terms associated with the lesson A. Nonverbal communication a system of symbolic behaviors that includes all forms of communication except words. B. Subconscious nonverbal communication is often sent and received on a subconscious level. We are usually not aware of the messages we send Use the Nonverbal Communication & The Listening Process slide presentation to discuss lesson content. Have students create an electronic document to 2

3 nonverbally. C. Contextual nonverbal communication depends on the situation in which it occurs. D. Ambiguous meaning is open to interpretation and often confusing. E. Cultural nonverbal communication has a distinct cultural nature. F. Listening a physical and psychological process that involves acquiring, assigning meaning, and responding to symbolic messages from others. G. Acquiring the act of picking up some type of stimulus through the senses such as hearing. H. Attending the act of choosing consciously or subconsciously to focus your attention on verbal or nonverbal stimuli. I. Understanding a complex mental process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. J. Responding the listener s internal emotional and intellectual reaction to a message. K. Noise anything that interferes with a message. L. Barrier any obstacle that blocks communication. M. Memory the process of retaining or recalling information. II. Identify nonverbal cues and their meaning A. Sounds (tone of voice, laughter) B. Body Language (movement, posture, eye contact) C. Environmental factors (touch, distance, objects, etc.) III. Identify functions of nonverbal communication. A. Expands verbal communication by: 1. Reinforcing a message, 2. Contradicting the message, and record notes and key terms presented. Use the accompanying cards to create a deck of expression cards (happiness, anger, fear, anxiety, discomfort, shock, fatigue, etc.) Have students volunteer to draw from the deck and act out the nonverbal cues. Class members will try to determine their meaning. Teacher will reinforce/clarify each cue. 3

4 3. Substituting for messages. B. Conveys emotional and relationship dimensions of a message. IV. Identify characteristics of nonverbal communication. A. Subconscious B. Contextual C. Ambiguous D. Cultural V. Apply fundamentals of nonverbal communication in a professional context. A. Confidence B. Poise C. Assertiveness D. Immediacy VI. Evaluate the components of the listening process. A. Acquiring B. Attending C. Understanding D. Responding Discuss the importance of appropriate nonverbal communication in a professional setting with coworkers, superiors, subordinates, clients, etc. Have students brainstorm career-related scenarios where nonverbal communication might come into play. Discuss the group activity before having students break into groups to work. Go over the instructions on the activity sheet. Review evaluation rubric. Application Guided Practice (LSI Quadrant III): Have students demonstrate an understanding of concepts by acting out scenarios involving personal situations such as two friends disagreeing over something that happened at school. Give students two minutes to prepare a short, impromptu two to three minute skit. Review key concepts and provide redirection before students begin independent practice activity. 4

5 Independent Practice (LSI Quadrant III): Students will work in groups to prepare a skit that will be presented to the class and instructor. Summary Review (LSI Quadrants I and IV): Have students share strategies they have learned in this lesson that they think will be beneficial to them in the future. The teacher can create a game to help students review vocabulary terms prior to the quiz. Students can create their own games for their peers to play. Examples of interactive games can be found online. Evaluation Informal Assessment (LSI Quadrant III): Teacher will observe each group ensuring all group members are actively and appropriately contributing to the activity. Teacher will circulate through lab as students work on their skits to redirect/re-teach as necessary. Formal Assessment (LSI Quadrant III, IV): Using the rubric as a guide, each group will be graded based on their performance. Use the vocabulary quiz to assess student ability to define terms associated with the lesson. Extension Extension/Enrichment (LSI Quadrant IV): Students will apply communication strategies in personal, school, and work environments. Have students think about a situation in the past in which they used poor listening skills. Students should reflect on previous actions and rewrite their responses using the skills learned in this lesson. Reflections should be recorded in a journal. Students who demonstrate good listening skills can volunteer to serve as peer mediators. 5

6 GROUP ACTIVITY OVERVIEW: Your group is responsible for creating a four-minute skit. The skit needs to display bad listening skills vs. good listening skills. You have two minutes to display bad skills, then two minutes to display good skills. The goal is to help your classmates understand what effective communication looks like. Please include plenty of non-verbal cues in your skit. Your teacher will provide you with an example scenario for your skit. Example Scenarios: An employer interviewing a potential employee, a supervisor talking to an employee about being chronically late to work, an employee contesting a critical performance review, a supervisor talking to an employee about inappropriate grooming/dress habits, a co-worker observing a fellow employee taking extended breaks and leaving early at the end of the day, a co-worker observing a fellow employee taking office supplies for personal use, a supervisor talking to an employee about spending excessive time at work handling personal business such as texting, talking on the phone, etc. Group Member Names: Describe your scenario: How will you display bad listening? How will you display good listening? 6

7 Expression Cards Directions: Cut on the lines to create expression cards for the lesson. ANGER FEAR ANXIETY FRUSTRATION CONTENTMENT HAPPINESS FATIGUE SHOCK 7

8 Student Name: Date: Nonverbal Communication Vocabulary Quiz Directions: Match each term to the appropriate definition from the list below. Record your answers in the space provided beside each vocabulary word. 1. Nonverbal communication 2. Subconscious 3. Contextual 4. Ambiguous 5. Cultural 6. Listening 7. Acquiring 8. Attending 9. Understanding 10. Responding 11. Noise 12. Barrier 13. Memory A. Any obstacle that blocks communication. B. Anything that interferes with a message. C. Being unaware of the messages we send nonverbally. D. Choosing consciously or subconsciously to focus your attention on verbal or nonverbal stimuli. E. Complex mental process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. F. Listener s internal emotional and intellectual reaction to a message. G. Meaning that is open to interpretation and often confusing. H. Of or relating to a civilization s or person s background and inherent belief system. I. Physical and psychological process that involves acquiring, assigning meaning, and responding to symbolic messages from others. J. Picking up some type of stimulus through the senses such as hearing. K. Process of retaining or recalling information. L. Situation in which nonverbal communication occurs. M. System of symbolic behaviors that includes all forms of communication except words. 8

9 Student Name: Date: Nonverbal Communication Vocabulary Quiz Key Directions: Match each term to the appropriate definition from the list below. Record your answers in the space provided beside each vocabulary word. M C L G H I J D E F B A K 1. Nonverbal communication 2. Subconscious 3. Contextual 4. Ambiguous 5. Cultural 6. Listening 7. Acquiring 8. Attending 9. Understanding 10. Responding 11. Noise 12. Barrier 13. Memory A. Any obstacle that blocks communication. B. Anything that interferes with a message. C. Being unaware of the messages we send nonverbally. D. Choosing consciously or subconsciously to focus your attention on verbal or nonverbal stimuli. E. Complex mental process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. F. Listener s internal emotional and intellectual reaction to a message. G. Meaning is open to interpretation and often confusing. H. Of or relating to a civilization s or person s background and inherent belief system. I. Physical and psychological process that involves acquiring, assigning meaning, and responding to symbolic messages from others. J. Picking up some type of stimulus through the senses such as hearing. K. Retaining or recalling information. L. Situational impact of circumstances in which nonverbal communication occurs. M. System of symbolic behaviors that includes all forms of communication except words. 9

10 Student Name: Excellent Above Average Below Average Poor Criteria Speaks clearly and distinctly all (95- Speaks clearly and distinctly most (85- Speaks clearly and distinctly some ( 75- Often mumbles or cannot be understood Speaks Clearly 100%) the time, and 94%) the time, but 84%) of the time. OR mispronounces mispronounces no mispronounces one Mispronounces no more than three words. word. more than two words. words. Date: Nonverbal Communication and the Listening Process: Group Activity Preparedness Group is completely prepared and has obviously rehearsed. Group seems pretty prepared but might have needed a couple more rehearsals. Group is somewhat prepared, but it is clear that rehearsal was lacking. Group does not seem at all prepared to present. Content Time-Limit Shows a full understanding of the topic. Presentation is 5-8 minutes long. Shows a good understanding of the topic. Presentation is three minutes or less over/under the time limit. Shows a good understanding of parts of the topic. Presentation is five minutes or less over/under the time limit. Does not seem to understand the topic very well. Presentation is more than five minutes over/under the time limit. Vocabulary Uses vocabulary Uses vocabulary appropriate for the appropriate for the audience. Extends audience. Includes audience vocabulary one to two words that by defining words that might be new to most might be new to the of the audience, but audience. does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (five or more) words or phrases that are not understood by the audience. Stays on Topic Stays on topic all (95-100%) of the time. Stays on topic most (85-94%) of the time. Stays on topic some (75-84%) of the time. It was hard to tell what the topic was. Point to Grade Conversion Scale: = A = B = C = D 13 or Below = F TOTAL POINTS: AAVTC: Professional Communications: Nonverbal Communication and the Listening Process 1

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