Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: Professionalism: Communication-Speaking and Listening Skills
Performance Objective:
After completing this lesson the student will explain the importance of effective communication
and highlight the importance of good listening skills.
Specific Objectives:
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The student will confirm understanding of verbal and visual instructions.
The student will ask relevant questions concerning details of instructions.
The student will define effective communication.
The student will relate customer satisfaction to effective communication.
The student will explain the importance of communication with the customer after the
project is completed.
TERMS
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interpersonal communication-transmission of thoughts and ideas to another person that
results in a response from that person
encoding-involves putting the message into some form—words, symbols, or pictures–
that someone else can recognize and understand
decoding-the process of converting the encoded message into concepts
star network-all information flows through a central person—the center of the star
circle network-all information flows in a circle
all-member network-information may flow in any direction or pattern without going
through a central person
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.42 (c)(7)(A)
…confirm understanding of verbal and visual instructions…
130.42 (c)(7)(B)
…ask relevant questions concerning details of instructions…
130.42 (c)(7)(C)
…perform assignments as requested…
130.42 (c)(9)(A)
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…communicate effectively to develop positive customer and client relationships…
130.42 (c)(28)(A)
…use human relations skills to work cooperatively with coworkers representing different
cultures, genders, and backgrounds…
130.42 (c)(8)(A)
…speak succinctly and clearly to convey information…
130.42 (c)(8)(B)
…speak so that others can understand and carry out information presented…
130.42 (c)(8)(C)
…provide verbal instructions…
130.42 (c)(8)(D)
…listen attentively to spoken messages to respond to information…
Interdisciplinary Correlations:
English:
110.31 (c)(21)(B)
… organize information gathered from multiple sources to create a variety of graphics and
forms…
110.31 (c)(22)(B)
…evaluate the relevance of information to the topic and determine the reliability, validity, and
accuracy of sources (including Internet sources) by examining their authority and objectivity…
110.31 (c)(23)(C)
… use graphics and illustrations to help explain concepts where appropriate
110.31 (c)(23)(D)
… use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert
evaluations) to examine the quality of the research…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should locate and evaluate various resources and websites before lesson.
Teacher can have the given websites prepped and ready for display during the lesson.
Teacher should determine the assignments to be evaluated and the rubrics provided to make
personal adjustments.
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References:
http://www.coe.uga.edu/workethic/less1.htm/
http://www.achieveezine.com/
http://www.ezinearticles.com/?Five-Powerful-Lessons-about-Communication
http://www.ezinearticles.com/?7-Lessons-From-2008s-Biggest-Communication
http://spot.pcc.edu/~rjacobs/career/effective_communication_skills.htm
http://www.lifescript.com/Quizzes/Personality/What_Is_Your_Communication_Style
http://ezinearticles.com/?Communication-Style-Quiz
Utilize search engine for information, articles, and activities involving communication.
Instructional Aids:
1. Display for PowerPoint, websites for quizzes involving communication skills
2. Reference books (Making the Most of Your Internship, Kaser and Brooks, Cengage
Learning; Architectural Drafting and Design, 6th Edition, Jefferis, Madsen, and Madsen,
Delmar Cengage Learning
3. Reference websites
4. Architectural Design HGTV Shows (Holmes on Homes, Income Property, Divine Design,
Sarah’s House)
Materials Needed:
1.
2.
3.
4.
Printer paper
Guided and Independent Practice Worksheet directions and rubric
Architectural, interior design, designers magazines
Taped HGTV Architectural Design and Undercover Boss Shows
Equipment Needed:
1. Computer with PowerPoint and Internet access
2. Projector to show Internet sites and HGTV and Undercover Boss episodes
3. Computers for Students to conduct research about effective communication
Learner Preparation:
Ask students to list five distractions when someone is communicating with them. What effect
do the distractions have on the message that the communicator is trying to relay?
Ask students to rate their communication skills based upon their abilities to write proper,
complete sentences, to get in front of a group, to make a presentation effectively, and to
participate in a productive conversation on the telephone.
Ask students to write a five-sentence paragraph to explain how the latest technology has
impacted communication skills.
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Introduction
Introduction (LSI Quadrant I):
SHOW: Show students clips of effective communicators (business leaders, politicians, and
motivational speakers.
ASK: Ask students what characteristics effective communicators possess.
SAY: Successful professionals are good listeners. When you are a good listener, you do a
better job communicating with the customer or audience.
ASK: What distractions in the class have hindered you from hearing or understanding the
material presented by the teacher?
SAY: Today’s world is full of distractions. The latest technology has often times had a negative
impact on listening skills, resulting in communication breakdowns.
ASK: What is appropriate etiquette when communicating face-to-face with another individual?
SAY: Eye contact and nod of approval are two signs that you are listening to the communicator
of a message.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I. Interpersonal Communication-transmission of
thoughts and ideas to another person that
results in a response from that person
A. The Communication Process
1. source or sender-seek to communicate with
another
2. encoding-putting the message into some form
words, symbols, or pictures that someone else
can recognize and understand
3. decoding-process of converting the encoded
message into concepts
4. source chooses the message and the
message channel
B. Challenges in Interpersonal Communication
1. direction or flow of communication
2. conflict with personality traits
Notes to Instructor
Ask students to take
an online quiz
regarding effective
communication.
Survey students to
determine their
preferred channel of
communication
(telephone, face-toface, text messaging,
etc.). Then ask
students the strengths
and weaknesses
associated with that
form of
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3. perceptual errors
4. noise in the communication channel
5. meaning of the communication
6. business terminology
7. deception and distortion in messaging
II. How to Become a Better Communicator
A. Be a Great Listener
B. Ask Questions
C. Keep it Simple
D. Focus on the Objective
E. Continually Assess Your Own Communication
Skills
III. Interpersonal Communication Networks
A. Star Network-all information flows through a
central person-the center of the star (greatest
individual satisfaction)
B. Circle Network-all information flows in a circle
(any member of the network may be the
starting point of information)
C. All-Member Network-information may flow in
any direction or pattern without going through a
central person
IV. Tips for Effective Presentations
A. Open with an Attention-Getting
Question or Quote
B. Keep it Simple
C. Make Eye Contact
D. Use Visuals
E. Involve the Audience
F. Use a Form of Note Cards
G. Summarize
communication.
Use PowerPoint and
websites as aid.
Ask students why
architects must be
good listeners. Then
ask students what kind
of practice will help
their listening skills.
Use PowerPoint as
aid.
Give students
examples of each form
of communication
network.
Ask students to listen
carefully to the set of
directions that you will
read. Then read five
directions for a specific
architecture project.
Students are
challenged to write the
directions that you
communicate. This
exercise emphasizes
the importance of solid
listening skills.
Use PowerPoint and
websites as aids.
Present students with
a scenario where they
have been called upon
to give a speech. Then
ask students to write
an attention-getting
question or quote for
their presentation.
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will read directions for an architecture project and students will be challenged to write
the exact directions. Students will check their written directions for accuracy. The class
discussion after this exercise can focus attention on communication distractions.
Teacher give students communication websites that will allow students to take on-line quizzes.
Independent Practice (LSI Quadrant III):
Break the class into groups (3 students in each group). Ask each group to design a billboard on
a poster that communicates/advertises three major themes for a well-respected architecture
firm. The purpose of this exercise is to communicate an advertisement with the least amount of
text.
Ask students to write a paragraph that incorporates the eight terms defined at the beginning of
this lesson. The use of the terms must indicate that students understand the definitions of the
key terms for this lesson.
Teacher will navigate the classroom to ask groups about their billboard projects.
Summary
Review (LSI Quadrants I and IV):
Question: What are two distractions that result in communication breakdown?
Question: Which communication network results in the highest individual satisfaction?
Question: What are the elements of the communication process?
Question: What are three tips to become an effective communicator?
Evaluation
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Informal Assessment (LSI Quadrant III):
Instructor should observe the work ethic of individuals involved in the group projects. Instructor
should move around the classroom to make sure that students are participating in all class
activities (online quiz, communication exercise, etc.)
Formal Assessment (LSI Quadrant III, IV):
Students will be evaluated on their presentations using the assigned rubric.
Extension
Extension/Enrichment (LSI Quadrant IV):
Effective Communication Presentations
Students prepare a PowerPoint presentation about “Effective Communication Presentations.”
The PowerPoint presentation will include examples of effective communication strategies. This
exercise will be evaluated using the assigned rubric.
HGTV Holmes on Homes
Show students one of the Holmes on Homes episodes. Ask students to evaluate Mr. Holmes’
communication skills demonstrated in the show. Students will select 10 communication
moments during the show and rate Mr. Holmes’ on his communication for the selected
moments.
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Principles of Architecture and Construction
Professionalism: Communication-Speaking and Listening Skills
Assignment #1
Guided Practice (LSI Quadrant III)
Directions Assignment
Listen carefully to the five directions given by the instructor. Record the directions
on a sheet of paper.
Direction #1.
Direction #2.
Direction #3.
Direction #4
Direction #5
Professionalism in Architecture and Construction Assignment #2
Guided Practice (LSI Quadrant III)
The Online Communications Quiz
Take the assigned online communication quiz. How did you rate on
communication skills?
Professionalism in Architecture and Construction
Independent Practice (LSI Quadrant III)
Billboard Group Project
Create a billboard that effectively communicates a message. Each member in the
group is responsible for this project. The project will be evaluated using the
associated rubric.
Paragraph Project
Write a paragraph that incorporates the eight new terms learned in this lesson.
The sentences should demonstrate your understanding of the chapter terms.
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Extension Projects
Communication PowerPoint Presentation
Prepare a PowerPoint about Effective Communication. The PowerPoint
presentation will be evaluated using the associated rubric.
Holmes on Homes Communication Project
Watch the Holmes on Homes episode. Evaluate Mr. Holmes’ communication skills
demonstrated in the show. Select 10 communication moments during the show and rate
Mr. Holmes’ on his communication for the selected moments. Record your information in
a two-column table to submit to the teacher.
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Mural : Creating a Billboard to Communicate a Message Rubric
Student Name:
CATEGORY
________________________________________
15
10
Planning/organization Group can describe the
intent and plan of
complete mural and how
his/her part will
contribute to the whole.
Works with team to
come up with general
plan of what will be done
before beginning.
20
Group has carefully
planned his/her part of
the mural and can
describe how s/he will
get the work done and
a vision for his/her part.
Gets team input on plan
for his/her contribution
before beginning.
Group has planned
Leaps into action
his/her part of the mural without any evidence
and can describe how of planning or focus.
s/he will get the work
done and a vision for
his/her part. Does not
solicit much group input
when making plan.
Drawings
The drawings are
recognizable, detailed
and colored accurately.
Overall, the drawings
are original and skillful.
Drawings are
recognizable and
colored accurately.
Overall, the drawings
are original and done
with some skill.
Drawings are
recognizable and
reasonably accurate.
They are copied,
printed or traced rather
than original.
Drawn objects are
difficult to recognize
AND/OR not accurate
Balance and Use of
Space
Use of positive and
negative space creates
a feeling appropriate to
the theme. Objects are
placed for best effect.
Overall, it just feels right.
Use of positive space is
good and the painting is
relatively balanced, but
negative space could
be utilized better to
create a more cohesive
feel.
The mural seems to
have a little too much
background or seems a
little too busy. Balance
has not been achieved.
The mural seems
unfinished (too much
empty space) or there
is not enough balance
between foreground
and background
causing it to seem
much too busy and
unfocused.
Collaboration and
Teamwork
The group worked well
together with all
members contributing
significant amounts of
quality work. All group
members participated in
discussion and actively
listened to others.
The group generally
worked well together
with all members
contributing some
quality work. All group
members participated
in discussion and
actively listened to
others.
The group worked fairly
well together with all
members contributing
some work. Most group
members participated
in discussion and
actively listened to
others.
The mural appeared
to be the work of only
1-2 students in the
group AND/OR there
was little discussion,
working together or
active listening.
Time and Effort
Class time was used
wisely. Much time and
effort went into the
planning and creation of
the mural. It is clear the
students worked at
home as well as at
school.
Class time was used
wisely, but it did not
appear there was much
work done outside of
class.
Class time was not
always used wisely, but
additional work was
done at home or other
times during the day.
Class time was not
used wisely and no
additional effort was
put in at other times or
places.
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Score
3
Effective Communications
PowerPoint Presentation Rubric
Group Members:
CATEGORY
________________________________________
20
15
10
5
Preparedness
Group members
are completely
prepared and have
obviously
rehearsed.
Group members seem pretty
prepared but might have needed a
couple more rehearsals.
The group members
are somewhat
prepared, but it is
clear that rehearsal
was lacking.
Group members do
not seem at all
prepared to present.
Content
Group members
show a full
understanding of
the topic.
Group members show a good
understanding of the topic.
Group members show Group members do
a good understanding not seem to
of parts of the topic.
understand the topic
very well.
Attire
Business attire,
very professional
look.
Casual business attire.
Casual business
attire, but wore
sneakers or seemed
somewhat wrinkled.
General attire not
appropriate for
audience (jeans, tshirt, shorts).
Speaks Clearly Speaks clearly and Speaks clearly and distinctly all
Speaks clearly and
distinctly most (9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.
Comprehension Group members
Group members are
able to accurately
answer a few
questions posed by
classmates about the
topic.
Group members are
unable to accurately
answer questions
posed by classmates
about the topic.
distinctly all (10095%) the time, and
mispronounces no
words.
(100-95%) the time, but
mispronounces one word.
Group members able to accurately
able to accurately
answer most questions posed by
answer almost all
classmates about the topic.
questions posed by
classmates about
the topic.
Total Points Earned ___________
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