The Illusion of Communication

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Business Management and Analysis

  Course Title: Business and Entrepreneurial Principles

  Course Number: 8215120

  Career Cluster: Business Management and Administration

  CIP Number: 0552070110

  Course Type: Career Preparatory

• Unit Outline

  
  

  This lesson can fall within a unit under the standard of demonstrating effective workplace communication skills. Through the unit, students will discover the importance of effective communication.

• Career Connection

  
  

  Using cooperative learning, students will explore, experience, and reflect on the barriers to effective communication. This lesson will help students be able to relate these barriers to the challenges that exist in the workplace.

• Learning Objectives

  
  

  Students will be able to:

  • Identify relevant information in verbal, nonverbal, and oral communications that result in barriers to effective communication.
  • Demonstrate active listening techniques to address barriers to communication.
  • Discuss, share, and compare the evaluations of various modes of communication.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Patterns, shapes, colors, and spatial skills.
  • Creativity.
  • Problem-solving skills.
  • Working collaboratively with defined roles.

• Guiding Questions

  
  
  • What are the barriers to effective communication?
  • Why is effective communication important in the workplace?
  • What are the possible consequences of ineffective communication?
  • Which modes of communication are the most effective at reaching a goal as a group?

• Procedure

  
  

  1. To introduce the lesson, display the following quote on the board: “The single biggest problem in communication is the illusion that it has taken place.” – George Bernard Shaw. Have students talk to a partner about whether or not they agree or disagree.

  2. Then, have all students brainstorm forms of communication utilizing chart paper or a white board.

  3. Next, divide the class into teams, assign roles and distribute the printed list of responsibilities. See the Role Descriptions handout in attachments.

  • To actively engage as many students as possible, students should be randomly assigned “roles” (responsibilities). Determine how best to assign roles (ex: slips of paper, numbers, etc).
  • Students will then convene into their teams based on their roles on different sides of the room to not disturb each other.
  • For grouping, each team will have 7 members.
  • This provides an opportunity for students:
    • To improve their academic, cognitive, and social skills, as well as deepen their learning.
    • Accommodate student absences during subsequent activities.
  • Assist students in comprehending their roles. Mystery Roles 1 and 2 are the builders who will construct the house using the blocks. Only reveal the roles to the students assigned these roles.

  4. Provide student groups with time to learn their roles and set up their stations as described in the Role Descriptions handout.

  5. Next, announce to students that it is ‘showtime.’ Students should be prepared in their roles to begin the activity.

  • ‘Showtime’ will comprise of three rounds. Provide the following directions for each round, one at a time. After each round, the Photographer and Videographer will document the “houses” and the Facilitator will gather the “house” to be disassembled and replaced into the bags.
    • Round #1: No audio or visual communication.
      • Students are seated so they cannot see each other, the only direction given is they have one minute to build houses that are identical to each other. Confusion and frustration is expected.
    • Round #2: Visual communication but no audio.
      1. Students are seated so they see each other, the only direction given is they have one minute to build houses that are identical to each other.
    • Round #3: Visual and audio is encouraged.
      1. Students are seated so they see each other, and the only direction given is they have one minute to build houses that are identical to each other audio and visual communication is encouraged.

  6. To close the lesson, debrief with students using the questions below. See Optional for a presentation extension idea for the debrief.

  • What are the barriers to effective communication?
  • Why is effective communication important in the workplace?
  • What are the possible consequences of ineffective communication?
  • Which modes of communication did you use to reach the goal?
  • Which modes of communication were the most effective at reaching the goal?”

• Teacher Notes

  
  
  • To avoid bias/unfair advantage, as possible, have each group complete the activities simultaneously but on opposite sides or corners of the room, seated away from each other and not facing each other.
  • Although this lesson has been chunked, to maintain student focus, and anticipation, consideration should be made to have the activities completed sequentially over multiple days.

• Optional

  
  

  Extension Activity Idea:

  • Have each group develop a creative presentation using the photos and videos taken to identify and analyze the barriers to communication presented in each round. Have each group present their findings and provide students the opportunity to explain and justify their thinking using the guiding questions.