Lesson Plan - Interpersonal Communication

Instructional Plan

Teacher-Student Communication

Staff Development Lessons

Introduction

This instructional plan provides three problem-based series of lessons incorporating principles of interpersonal communication that a professional teacher, instructor, or trainer can apply to create an engaging learning environment, develop better teacher-student relationships, and become the professional that makes learning enjoyable for the learner. This plan integrates classroom technology and applications that allows the professional to explore these communication principles and disciplines at a deeper level.

Steven Ortiz

Stephanie Hill Alexander

Yevette McGowen

April 16, 2007

I N S T R U C T I O N A L P L A N 2

Table of Contents

Introduction.....................................................................................................1

Lesson I: Interpersonal Communication in the Classroom ............................3

Lesson II: Rapport ..........................................................................................7

Lesson III: Learning with Metaphors ............................................................10

Implementation Plan.....................................................................................14

Computer Use.....................................................................................14

Rotation of Computer..........................................................................14

Computer Teaming and Team Roles .................................................14

Internet Use Guidelines ......................................................................15

Internet Downloads .............................................................................15

Learner Help .......................................................................................15

Troubleshooting ..................................................................................15

Close of Class ..............................................................................................15

Lesson Rubric ..............................................................................................16

Diverse Learner Modifications......................................................................17

T E A C H E R - S T U D E N T C O M M U N I C A T I O N 3

Lesson I: Interpersonal Communication in the Classroom

Title Interpersonal Communication in the Classroom

Author Stephanie Hill Alexander

Subject Area Communication Teacher-Student

Level Grades 7 – 12, college level

Standards This lesson meets regional, state, and national standards for teacher training in content and technology.

Lesson Summary

Problems exists in a classroom when students and teachers often do not interact effectively, resulting in misunderstandings and ineffective expression of information. This lesson plan can be used in any classroom to prevent interpersonal communication problems or in a classroom where students and teachers are not communicating effectively.

Instructional Goal

The goal of the lesson plan is to incorporate interpersonal communication techniques into teacher professional training.

Learning Objectives and Computer Functions

Objectives - By the end of training:

Objective 1: Students will be able to describe the communication loop and identify its components.

Objective 2: Students will be able to name and illustrate at least 3 ways communication can become garbled within the communication loop.

Objective 3: Students will be able to quote examples of listening techniques.

Objective 4: Students will be able to compare “I” and “you” statements and explain the features of each.

Objective 5: Students will be able to define nonverbal communication and explain why nonverbal communication is valuable.

Objective 6: Students will be able to analyze their communication to find problems and restate communication more effectively.

Problem

Problem Nature: Poor interpersonal communication

Problem Data: Imagine suddenly that no one was listening to you when you were talking. Imagine suddenly no one understanding you when you talked. Imagine you were not able to understand others when they



tried to talk to you. How can these problems be solved? How can communication be improved? We are going to investigate components of effective communication, and how individuals can improve their skills in communication, both sending and receiving communication. If you could write a play that illustrates individuals effectively communicating, how would that sound?

Problem Statement:

The problem is misunderstanding and ineffective expression of information occurs in the classroom where students and teachers have poor interact.

Data Manipulation

Computer Functions Integration Strategies Organization Strategies

Internet Research Query and filter data

Word processing Write a play Illustrate

Spreadsheet Create a spreadsheet of terms Input, sort data

Elaboration Strategies

Think Sheet Questions

What websites can you find about communication?

What have you learned about the communication loop after conducting your internet search?

Can you name the communication loop’s components?

What problems can arise in communication?

After your internet research, can you make up examples of listening techniques?

What is an “I” statement? A “you” statement?

What is nonverbal communication?

Can you portray nonverbal communication to others in your learning team?

What problems affect communication? How can you restate and improve your communication?

Results Presentation

Write and perform a play or series of skits Create a spreadsheet of terms and definitions Sorted the terms in ascending and descending order

Activities

Before using the computer

Introduce students to the material by showing current sitcom clips illustrating difficulties in communication.

Ask volunteers to read provided copies of the comedy routine of Abbott and Costello called “Who’s On First?” which will also illustrate communication snafus.

Ask students to share examples of communication difficulties they



have had in their lives. Finally, I will go through an Excel tutorial to share an introduction with the students.

Student will brainstorm ideas about topics

While using the computer

Research interpersonal communication terms and concepts on the Web. Suggested websites for use

http://college.hmco.com/collegesurvival/ellis/master_student/10e/students/resources/ch08.html http://novaonline.nvcc.edu/eli/spd110td/interper/index.html http://www.pertinent.com/articles/communication/index.asp http://www.uh.edu/crc/intcomm.html http://www.articles911.com/Communication/Interpersonal_Communication/

Create a spreadsheet of interpersonal communication terms, concepts, and associated definitions.

Write dialogue for a play or skits

Group Information

Students will work together write and perform a play or series of skits that illustrate the knowledge and techniques for effective communication they have learned.

After using the Computer

Discuss new ideas related to material

Students will show they can manipulate the data by exhibiting the information sorted in different manners by showing sheets with new terms in ascending order, and new terms in descending order

Rehearse play/skits.

Supporting Activities

Students will work together to conceive of and create a poster that illustrates the communication loop. Students will also work collaboratively to create storyboards that depict the scenes in his or her play or skits. Finally, student groups will discuss among the members of the group their thoughts regarding communication, examples from their own lives, and ideas they have about improving communication.

Culminating Activity

Each student group will perform their play or series of skits, and present its spreadsheet containing new terms to the entire class. Each group will collectively present the spreadsheet they have created, and show each spreadsheet that illustrates its ability to sort and manipulate the material contained therein.

Assessment

Task Result

Play or Series of Skits

The play or skits should include a description of the communication loop.



The play or skits should include at least 1 example of a listening technique, an “I” statement, a “you” statement, nonverbal communication, and restating a problem in communication in a way that restates the communication more effectively.

The storyboards should depict the actions in the play or skits effectively.

Storyboards

Students can use as many pieces of cardboard as necessary – there is no specific requirement.

The spreadsheet should list at least six (6) new terms learned in lesson.

Definitions will be placed in a separate cell

Spreadsheet

Students will indicate ability to sort information by sharing list of terms saved in separate worksheets: One worksheet will list the terms in ascending order, and one worksheet will list the terms in descending order.

Students will choose one technique or one concept he or she has learned in this lesson and depict it on the poster.

Poster

Both words and pictures will be included in the poster.

In the discussions student groups conduct, each student should participate.

The input and ideas of each student are valued, and must be considered by the whole group.

Discussions

Students should be sure to stay on topic during discussions, and endeavor not to allow the conversation to stray off topic.


Lesson II: Rapport

Title Rapid Rapport

Author Steven Ortiz

Subject Area Communication Teacher-Student Rapport

Level Teacher Professional Training

Lesson Summary

Poor teacher-student rapport accounts for close to 30% of the minority student dropout in high school. Portions of these at-risk students drop out because they did not get along with a teacher.

The Texas Education Agency reports that in the 1992-1993 school year 52% of Texas students were minorities, and trends show that minorities, Hispanics in particular, will become a majority population in Texas by 2015 (TEA, nd). Over one quarter of the school districts in Texas are comprised of minority-majority student populations. The ethnic composition changes in the Texas student population has not occurred in the teaching workforce; 77% of the Texas teachers are Caucasian (TEA, nd).

Teacher training does a poor job of preparing teachers to handle the student cultural and socio-economic diversity of students in their classrooms. The diversity of the teaching workforce is relevant because students need role models with similar cultures and traits, teachers engage better with culturally similar students, and interaction increases awareness and empathy of different cultures thereby improving teachers’ ability to interact with diverse students (TEA, nd).

Rapport and trust develop through synchronization of modes of communication (Wood, 2006)

Texas Education Agency (nd). Texas Teacher Diversity and Recruitment; Policy Research Report. Retrieved February 3, 2007 from http://www.tea.state.tx.us/research/pdfs/prr4.pdf

Wood, J. (2006). NLP Revisited: Nonverbal Communications and Signals of Trustworthiness. Journal of Personal Selling and Sales Management. XXVI(2), 197-204. Retrieved June 16, 2006 from EBSCO Host database.

Instructional Goal

The goal of the instructional plan is to incorporate rapport-building communication techniques into teacher professional training.

Change the classroom behaviors that disengage students from teachers and school


Objectives

Objective 1: By the end of training learners will identify effective rapport-building communication principles with 75% accuracy.


Title Rapid Rapport

Use the Internet to locate effective rapport-building communication principles using representational systems.

By the end of instruction, learners will demonstrate mastery of representational systems.

Objective 2:

Create a PowerPoint or HyperStudio presentation that demonstrates rapport-building techniques using communication representational systems.

By the end of instruction, learner will:

� Identify primary representational systems with 75% accuracy using language or eye accessing cues.

� Match primary representational systems with 75% accuracy using language or eye accessing cues

� Apply one positive anchor once in rapport

Objective 3:

Create and perform a song - in any genre – that identifies and mirrors language cues of each representational system, builds rapport with the audience, and once in rapport – sets a positive anchor.

Problem

Problem Nature: Poor teacher-student rapport

Problem Data: Texas Education Agency (nd). Texas Teacher Diversity and Recruitment; Policy Research Report. Retrieved February 3, 2007 from http://www.tea.state.tx.us/research/pdfs/prr4.pdf

Wood, J. (2006). NLP Revisited: Nonverbal Communications and Signals of Trustworthiness. Journal of Personal Selling and Sales Management. XXVI(2), 197-204. Retrieved June 16, 2006 from EBSCO Host database.

Problem Statement:

The problem is poor teacher-student rapport accounts for up to 27% of the Hispanic student dropout

Data Manipulation

Instructions Research the Internet, create a presentation, and create and perform a song as indicated below.

Integration Strategies

Organization Strategies

Elaboration

Learning groups use the Internet to locate effective rapport-building communication principles using representational systems and anchoring.

Learning groups create a PowerPoint or HyperStudio presentation that demonstrates rapport-building techniques using representational systems and anchoring.


Title Rapid Rapport

Strategies


Create and perform a song - in any genre – that identifies and mirrors language cues of each representational system, builds rapport with the audience, and once in rapport – sets a positive anchor.

Activities

Teacher/Instructor presents problem, lesson, and objectives.

Learners introduce themselves, while teacher/instructor creates learning groups.

Before Using the Computer

Teacher/Instructor explains the training methods used to present the lesson.

While Using the Computer

Learners will work in groups at the computer to research and create content presentations about representational systems (RS).

The teacher/instructor will assess understanding and adjust instruction while moving among groups.

Group Information The teacher creates learning groups by seating proximity. Where the facility offers a limited number of computer, groups working the performances can do so offline.

After Using the Computer

Learning groups will present representational system and anchoring presentations.

Learning groups will perform their songs.


After instruction and research, students will discuss and practice techniques within their learning groups.

Members will show mastery of techniques in presentations and performances.

Teacher/Instructor will provide audience rubrics for the presentation and performance.

Audience members will evaluate the presentations and performance against the stated objectives.

Assessment

Teacher/Instructor will assess learning using the lesson rubric.

T E A C H E R - S T U D E N T C O M M U N I C A T I O N 1 0

Lesson III: Learning with Metaphors

Title Learning with Metaphors

Author Yevette McGowen

Subject Area Communication Teacher –Student Communication using Metaphors

Level Teacher In-Service

Lesson Summary

The problem is that the increase in drop out rates for students is partially attributed to the lack of communication between teachers and students.

With the continual changing of demographics within the classroom, along with additional learning standards that are dictated by all levels of government, students are at risk by not having a clear and definitive educational path with their teachers. A portion of this risk is based on the manner in which teachers and students communicate.

The purpose of this lesson plan is to create a new way of learning to communicate with the use of metaphors.

Instructional Goal

The goal of the instructional plan is to incorporate communication techniques with the use of metaphors into teacher in-service training

A secondary goal is to encourage teacher-students to identify and discover what each other is saying or meaning by use of metaphors.


Objectives - By the end of training:

Objective 1: Learners will:

� Define what a metaphor is and how to incorporate basic metaphors in daily communication.

� Use the Internet to locate definition and types of metaphors.

� Use MS Word to create a table of basic metaphors and their meaning.

Objective 2: Learners will:

� Demonstrate mastery of metaphor learning and communication techniques in two out of three simulated incidents.

� Complete an exercise designed to identify and to write a metaphor.

� Use PowerPoint to create a presentation with each learner’s story using clip art.

Objective 3: During simulations, learners will:

� Role play a teacher-student dialogue using metaphors



� Brainstorm and create a list of student exercises that can be facilitated using metaphors

� Draft a basic lesson plan using metaphors as part of the learning process.

Problem

Problem Nature: Poor communication between teachers and students

Problem Statement:

The problem is that teachers and students miss an entire aspect of communication when they lack the knowledge of metaphor use. Understanding how metaphors affect the day-to-day conversation will play a significant role in improving teacher-student relations in the educational setting.

Data Manipulation

Instructions The learner used computers at level

Integration Strategies

Intermediate

Organization Strategies

Organizing, analyzing, and recording

Elaboration Strategies

Verbally through group interaction and in written format

Think Sheet Questions

What websites did you use to define and gain an understanding about metaphors?

What is the importance of metaphors, and how can using metaphors improve communication?

What are the names of the different types of metaphors used in everyday life?

What are the three types of clean-language questions to consider when exploring metaphors?

What are five everyday metaphors that students might use and their meaning?

Can you explain a sample lesson plan for teaching metaphors?


Demonstrate comprehension of the subject matter by creating a final PowerPoint presentation

Activities

Before Using the Computer

Gain attention by stating everyday metaphors Discuss objectives and expected outcome Present trainer, content, and material



Have learners introduce themselves

Brainstorm and jot down overall learners perceptions about teacher-student communications and ways to incorporate learning using metaphors

While Using the Computer

Learners work in groups to research a comprehensive list of everyday metaphors used by both teachers and students.

Suggested websites for use:

http://www.how-to-study.com/metaphors.htm http://mentalhealth.about.com/cs/selfhelp/a/metaphors.htm http://knowgramming.com/metaphors/metaphor_chapters/examples.htm http://www.cleanlanguage.com www.teachersmind.com/metaphors1.htm http://www.learner.org/channel/workshops/nextmove/metaphor/#moremet http://www.teachablemoment.org/middle/metaphors.html http://library.thinkquest.org/J0112392/metaphor.html

Learners work individually on the computer to write a poem or short story describing their teaching style by use of a metaphor. Learners then work in small groups to create PowerPoint presentations with each person’s story or poem.

Have Learners share and discuss the list of everyday metaphors that they have found in their research.

Learners will discuss how they went about the task of writing a story or poem describing their teaching style by using metaphors

Discuss the process used to incorporate each groups’ story or poem into a PowerPoint presentation.

After Using the Computer

Assess understanding of the goals to ensure that the class is still on task.


After instruction, each learner will complete an assessment to measure how well he or she understands the meaning of metaphors with questions that are multiple choice, fill in the blank and write out the metaphor based on the description.

Assessment

Two learners will roll-play: one student and one teacher. The remaining learners will provide feedback on how well the



communication with use of metaphors was represented.

Learning groups will present their PowerPoint presentation on metaphors.

Identify concepts of learning with use of metaphors by use of an assessment which includes fill-in-the blank questions and multiple-choice.

Learners skills in communications with metaphors will be assessed in a simulated exercise

A rubric will evaluate effectiveness of lesson plan.


Implementation Plan

The following section explains the rules and procedures for each of the following areas.

As guidelines for behavior these instructions will explain how technology is to be used, and will

allow everyone to understand what is appropriate use of technology and what is not. Ask the

instructor for clarification on any of these instructions.

Computer Use

During class time, learners are to use the computers available to them in the classroom. In

addition, learners may supplement the use of classroom computers with computers at home or

available to them outside of school. The computers in the computer lab are also acceptable.

Rotation of Computer

Because there are fewer students than computers, learners do not have to share

computers. No rotation of computer use will be necessary. If more than one learner needs to use

a single computer in order to facilitate group work or teamwork within a student group, this is

acceptable.

Computer Teaming and Team Roles

Learning teams are encouraged to discuss how the team will work together to achieve the

learning goals. Topics such as division of tasks, responsibility, management of deadlines,

communication guidelines, and leadership is strongly encouraged. Ensuring that each team

member participates in this discussion and agrees to the terms discussed is vital to the success of

the team.


Internet Use Guidelines

Learners should endeavor to utilize only legitimate, educational websites. Some web sites

defeat the facility content blocks and student encounter these inappropriate websites. We

encourage students not to linger on these sites. Students should use only educational and

professional websites for their research. Student will not access social-networking websites

(Myspace or Facebook), chat rooms, or websites containing pornography in our facility.

Internet Downloads

To maintain the integrity of the computer systems, no downloads are allowed on school

computers. This means no plug in, no extensions, no downloading of any programs.

Learner Help

Learners are encouraged to help each other when necessary. This encourages teamwork

and learner-centered learning.

Troubleshooting

If learners need help with troubleshooting the computer, for example with a program or

with basic computer functions, please ask the instructor for help. If necessary, the school’s

technical support personnel will provide assistance beyond basic troubleshooting.

Close of Class

At the end of each class, please close all websites, programs, and applications in use. It is

not required to turn the computer off. This ensures computers are ready for the next class.


Lesson Rubric S

co

re

Le

ve

ls

Content Conventions Organization Presentation

4

� Content is well researched and defines the principles

� Reflects critical thinking

� Relates to the topic

� Identifies verifiable sources

� Is accurate

� No spelling, grammatical, or punctuation errors

� High-level use of terms and word choice

� Research is focused and organized.

� Presentation have a logical pattern that details the principles.

� Performance is clear and details the principles.

� PowerPoint or Hyperstudio is used to demonstrate the principles.

� Presentation clarifies the principles.

� Presentation captures audience attention.

� Presentation is well organized.

3

� Content is thought out and supports the principles.

� Applies critical thinking

� Has a goal that relates to the topic

� Identifies several sources

� Is accurate

� 1 to 3 spelling, grammatical, or punctuation errors

� Good use of terms and word choice

� Information supports the research.

� PowerPoint or Hyperstudio is used to illustrate the main points.

� Presentation is appropriate for the principles.

� Presentation captures audience attention.

� Presentation is organized.

2

� Supports the solution

� Has application of critical thinking that is apparent

� Has no clear goal

� Is pulled from a limited number of sources

� Has some factual errors or inconsistencies

� Minimal (3 to 5) spelling, grammatical, or punctuation errors

� Low-level use of vocabulary and word choice

� Project has a focus but might stray from it at times.

� Information appears to have a pattern, but the pattern is inconsistent.

� Information loosely supports the solution.

� Multimedia loosely illustrates the main points.

� Format does not suit the content.

� Presentation does not capture audience attention.

� Presentation is loosely organized.

1

� Provides inconsistent information for solution

� Has no apparent application of critical

� More than 5 spelling, grammatical, or punctuation errors

� Poor use of vocabulary and

� Content is unfocused and haphazard.

� Information does not support the solution to the

� Presentation appears sloppy and/or unfinished.

� Multimedia is overused or underused.


Sc

ore

Le

ve

ls

Content Conventions Organization Presentation

thinking

� Has no clear goal

� I pulled from few sources

� Has significant factual errors, misconceptions, or misinterpretations

word choice challenge or question.

� Information has no apparent pattern.

� Format does not enhance content.

� Presentation has no clear organization.

Diverse Learner Modifications

This section modifies the first lesson plan “Interpersonal Communication in the

Classroom” to work with culturally and linguistically diverse (CLD) students It is important that

the students understand that the teacher is not reinforcing any ethnic stereotypes when

implementing the following modifications, but rather attempting to facilitate the achievement of

the instructional objectives. The teacher and facility can also make modifications to the lessons

to accommodate students with learning disabilities. Similar modifications can also be made for

students with physical disabilities.

Students with learning disorders can use all of these lessons as long as the lessons are

modified to accommodate their learning disorders. Specifically, “Interpersonal Communication

in the Classroom” can be adapted to ensure the success of students with learning disabilities.

Learning disabilities can take many forms, including dyslexia, attention deficit disorders,

comprehension disorders, and the like. For these learners, adaptations can be made throughout

the lesson plan that allows extra time for the completion of the individual components of each

task within the assignments. In addition, students who have paraprofessionals who work with

them to improve their reading comprehension can have these adults work with them to increase


their understanding of the reading and retain the material. All of the material within the lesson

plan may be shared with a paraprofessional, too, and utilized by them to increase students’

success. Paraprofessionals may read to these students, or proctor the reading portions for them.

Students with attention issues can work in a classroom or computer lab separate from their

teammates if necessary, or the entire student team can work separately from the rest of the class

in a separate room. This will increase the student’s ability to focus.

For students with physical disabilities, changes can be made to the facilitation of this

lesson to increase their access, too. Students with physical disabilities may need computer tables

and chairs to be arranged differently to accommodate their access to the computer. Any

modification that can be made to the arrangement of the furniture in the classroom should be

done so that students with wheelchairs or walkers can gain access to all of the technology

available to them. Students who have difficulty hearing or seeing in the classroom should be

placed closer to the instructor and closer to the computer to ensure they can see and hear

successfully, too. Textbooks in large print as well as computer monitors that allow large print

can be utilized in this instance, too.

To ensure the success of each student as well as the participation of each student, all of

these accommodations should be made where necessary. In addition, it should be stressed to all

students to encourage the participation of all students, and to stress to each student to include

everyone else in a way that is kind and makes sense. For example, during the play or series of

skits, if a student is uncomfortable performing, their skills can be used in writing the play or skit,

or directing other students. All efforts should be made to allow for each students comfort level in

consideration of their individual learning or physical disabilities. This will ensure everyone is

provided a chance to learn and succeed.